Miller, Linda
(2001).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/09575140125089 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
This paper considers how policy developments in the last decade in England have impacted on and 'shaped' the curriculum for literacy in early childhood and views about how young children learn about literacy. It argues that these views are contradicted by well-established research in the field of emergent literacy, which reveals young children as active and competent literacy learners. The possibility of 'reconstructing' existing practice is examined through contrasting curricula approaches, which offer different understandings about children and the early childhood curriculum.
| Item Type: | Journal Item |
|---|---|
| ISSN: | 0957-5146 |
| Keywords: | Emergent; literacy; curriculum; play; co-construction |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport Faculty of Wellbeing, Education and Language Studies (WELS) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 837 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 23 May 2006 |
| Last Modified: | 04 Oct 2016 09:43 |
| URI: | http://oro.open.ac.uk/id/eprint/837 |
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