Ann C Browne – författare

Teaching and Learning Communication, Language and Literacy is a comprehensive guide to the teaching and learning of communication, language and literacy in the foundation stage (3-5 years). It draws on research findings and good practice to provide practical guidance about working with young children in nursery and reception classes.

The book examines how young children develop as learners and users of language and literacy and the contribution that home and school make to their learning. It locates learning in a play based curriculum and provides a rationale for making play both a context and a resource for learning. It also takes account of recent policy initiatives such as the Curriculum Guidance for the Foundation Stage, the organization for literacy in reception classes and the foundation stage assessment profile. Throughout the book a distinction is made between the organization and activities that are appropriate to nursery and reception children.

The book contains practical suggestions about activities and resources including ways of working with environmental print and found texts, ICT, TV and video as well as books. The role of adults in supporting and extending learning is considered in detail.

Teaching and Learning Communication, Language and Literacy is a comprehensive guide to the teaching and learning of communication, language and literacy in the foundation stage (3-5 years). It draws on research findings and good practice to provide practical guidance about working with young children in nursery and reception classes.

The book examines how young children develop as learners and users of language and literacy and the contribution that home and school make to their learning. It locates learning in a play based curriculum and provides a rationale for making play both a context and a resource for learning. It also takes account of recent policy initiatives such as the Curriculum Guidance for the Foundation Stage, the organization for literacy in reception classes and the foundation stage assessment profile. Throughout the book a distinction is made between the organization and activities that are appropriate to nursery and reception children.

The book contains practical suggestions about activities and resources including ways of working with environmental print and found texts, ICT, TV and video as well as books. The role of adults in supporting and extending learning is considered in detail.

Praise for the 1st Edition:

`This is a clear, jargon-free analysis of current National Curriculum and National Literacy strategy documents, combined with sensible and creative suggestions for implementing them... The activities are imaginative, consistent and true to the author's ideal of a full and empowering critical literacy for all children'

Times Educational Supplement, Friday Magazine

This classic introduction to teaching reading provides a comprehensive overview. The text has been fully updated to take account of new developments and requirements including Early Years Foundation Stage. The scope of the material has also been broadened to help students working towards Early Years Professional Status as well as M-Level study.

The author focuses in detail on classroom strategies which will help practitioners to organise the curriculum for reading effectively. This includes classroom management techniques, assessment, and approaches to planning for reading. It contains examples of short and medium term plans for reading which are based on the work of experienced teachers and students.

This new edition includes:

- Reading at the Foundation Stage

- Guidance on teaching phonics

- NLS advice on planning

- The Additional Literacy Strategy

- The Early Literacy Strategy

- The use of ICT in the literacy hour

- Updated assessment material

- New planning examples

- More activities

This book will support those who are studying towards, or already, working with young children, from nursery to the end of Key Stage 1. It is relevant to all undergraduate and postgraduate teacher training programmes relating to early years and primary education, and all of those concerned with developing reading in considered and knowledgeable ways.

Ann Browne is Teaching Fellow at University of East Anglia, UK

'I would thoroughly recommend this as a book which enables and empowers at many levels of experience. Every staff room should have a copy' - English Four to Eleven

The Third Edition of Developing Language and Literacy 3 - 8 is an insightful introduction to teaching and learning English in the early years. The new edition has been fully updated to reflect requirements for teaching English in the early years, including the new curriculum guidance for the Early Years Foundation Stage and the new Primary Framework. It covers all aspects of language and literacy and draws on contemporary ideas, research and classroom expertise to guide practice.

The book includes chapters on:

- Speaking and Listening

- Reading

- Resources for Language and Literacy

- Writing

- Spelling, Handwriting and Punctuation

- Bilingual Learners

- Language, Literacy and Gender

- Children with Difficulties

- Involving Parents and Carers

- Assessment

- Planning

Along with activities to promote reflective practice, the author provides suggestions for further reading, and useful websites. Further resource material for each chapter accompanies the book on the SAGE website- www.sagepub.co.uk/Browne.

This book will be an essential guide for early years and primary trainee teachers.

`I would recommend this book to anyone interested in young children's development as writers. Its clarity and easy-flowing style not only make it a good read but would provide an invaluable support to schools that want to be more explicit in explaining their view of children's writing development to parents' - GAEC Newsletter

`Written in a clear and straightforward style which makes it immediately accessible to those for whom developmental writing is not familiar territory, but who are concerned to understand what it involves' - Reading

This is a practical guide to implementing and sustaining a developmental approach to writing in the early years. It is intended for all those interested in the education of young children, including teachers students and governors.

Beginning with a sound theoretical justification for developmental writing, the book gives practical guidance on a range of issues such as planning a writing curriculum, spelling, handwriting, assessment, bilingual writers, gender, parents and creating a writing policy. Each chapter is illustrated with examples of children's writing and reference is made to The National Curriculum documents for English.

`This is a clear, jargon-free analysis of current National Curriculum and National Literacy strategy documents, combined with sensible and creative suggestions for implementing them... The activities are imaginative, consistent and true to the author's ideal of a full and empowering critical literacy for all children' - Times Educational Supplement, Friday Magazine

A Practical Guide to Teaching Reading in the Early Years meets the needs of student teachers on undergraduate and postgraduate teacher training courses. It addresses the English National Curriculum for Teacher Training as well as covering the curriculum requirements for young children. It will also be relevant to others who work in early years environments and who are concerned with developing reading in considered and knowledeagable ways.

`This is a clear, jargon-free analysis of current National Curriculum and National Literacy strategy documents, combined with sensible and creative suggestions for implementing them... The activities are imaginative, consistent and true to the author's ideal of a full and empowering critical literacy for all children' - Times Educational Supplement, Friday Magazine

A Practical Guide to Teaching Reading in the Early Years meets the needs of student teachers on undergraduate and postgraduate teacher training courses. It addresses the English National Curriculum for Teacher Training as well as covering the curriculum requirements for young children. It will also be relevant to others who work in early years environments and who are concerned with developing reading in considered and knowledeagable ways.