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Social learning, language and literacy
Citation
Hay, I and Fielding-Barnsley, R, Social learning, language and literacy, Australasian Journal of Early Childhood, 37, (1) pp. 24-29. ISSN 0312-5033 (2012) [Refereed Article]
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Copyright Statement
Copyright 2012 Early Childhood Australia
Official URL: http://www.earlychildhoodaustralia.org.au/australi...
DOI: doi:10.1177/183693911203700104
Abstract
This article supports the claim that there are strong interactive links between children's language development, cognitive reasoning and their success in school achievement. These links are best facilitated within a social learning framework where children's language and talk is encouraged, accepted and respected. This talk is the most authentic place to begin the adult dialogue with children that is purposeful and designed to build the vocabulary, concepts and understandings of the topic being taught. Marion Blank's level of language analysis is explored along with suggestions to enhance children's level of expressive and receptive language. Blank's strategies have been shown to enhance children's literacy achievement as well as their ability to settle into a positive learning environment.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Pedagogy |
| UTAS Author: | Hay, I (Professor Ian Hay) |
| UTAS Author: | Fielding-Barnsley, R (Associate Professor Ruth Fielding-Barnsley) |
| ID Code: | 77722 |
| Year Published: | 2012 |
| Web of Science® Times Cited: | 6 |
| Deposited By: | Education |
| Deposited On: | 2012-05-21 |
| Last Modified: | 2017-11-07 |
| Downloads: | 21 View Download Statistics |
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