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Learning to Read and Write: Developmentally Appropriate Practices for Young Children. A Joint Position Statement of the International Reading Association and the National Association for the Education of Young Children.
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National Association for the Education of Young Children, Washington, DC. – 1998
Providing guidance to teachers of young children in schools and early childhood programs, this paper presents a position statement that summarizes the current issues in learning to read and write and reviews what is known from research on young children's literacy development. This review of research (divided into sections birth through preschool,…
Descriptors: Developmental Stages, Developmentally Appropriate Practices, Early Childhood Education, Kindergarten
The Need for Alternative Techniques for Assessing Young Children's Emerging Literacy Skills.
Peer reviewed Peer reviewed
Ratcliff, Nancy – Contemporary Education, 1995
The use of standardized tests to evaluate young children has been widely criticized. Alternative methods for assessing the emerging literacy development of young children through functional meaningful activities is needed. Assessment must accommodate the developmental needs of each child. Guidelines for the appropriate use of standardized tests…
Descriptors: Child Development, Developmentally Appropriate Practices, Early Childhood Education, Elementary Education
Using Social Proclivity To Enhance Literacy Learning for Young Adolescents.
Peer reviewed Peer reviewed
Irvin, Judith L. – Childhood Education, 1997
Examines social aspects of literacy learning; presents some thoughts on reading development and literacy instruction. Suggests that teachers should promote literacy by incorporating students' interests in their activities. Developing chat rooms, posting messages on the Internet, and making a radio play for younger students all provide meaningful…
Descriptors: Adolescent Development, Class Activities, Classroom Techniques, Developmentally Appropriate Practices
Developmentally Appropriate Kindergarten Reading Programs. A Position Statement.
Black, Janet K.; Puckett, Margaret – 1984
Focusing on the learning styles of young children, this position statement presents current research and information that document the need for developmentally appropriate reading experiences during the kindergarten and prekindergarten years. The paper contains the following sections: (1) a background statement, (2) current literacy research…
Descriptors: Beginning Reading, Developmentally Appropriate Practices, Educational Theories, Kindergarten
Information to Go: The Library in the Community.
Bauer, Mary B.; Salvadore, Maria B. – Dimensions, 1992
Maintains that public libraries provide a variety of information services, materials, and developmentally appropriate programs for young children and for adults, especially parents and child caregivers. (BB)
Descriptors: Adult Child Relationship, Child Caregivers, Day Care, Developmentally Appropriate Practices
When Affect Informs Instruction.
Peer reviewed Peer reviewed
Wood, Karen D.; Jones, Jeanneine P. – Childhood Education, 1997
Discusses instructional strategies that address five affective needs of middle school students: freedom of choice, appropriate peer interactions, instructional diversity, personal expression, and broadened perspectives. Suggests that when incorporated into existing curriculum and laced with relevant application, these strategies can lead to a…
Descriptors: Adolescent Development, Affection, Affective Behavior, Class Activities