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Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including:

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In this new media age the potential for mismatch between children's literacy practices at home and at school is considerable. Tensions exist between school conceptions of literacy as a set of self-contained skills and competences,...

Whilst recognition of the role and nature of creativity and interest in creative pedagogical practice has grown, tensions persist at several levels, particularly in accountability cultures, where international comparisons of literacy, numeracy and science frame, shape and often limit policy, practice and curricula. Responding to this context, the book draws together the work of a number of eminent scholars of creativity and creative pedagogies. It offers diverse perspectives from Colombia, Denmark, England, France, Poland, Hong Kong, and the USA and highlights differences as well as...

The perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer.

Drawing upon recent research projects undertaken by the authors and others in the international research community, this...

Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including:

...

Reading for pleasure urgently requires a higher profile to raise attainment and increase children s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of Reading Teachers who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers.

Examining the...

In this new media age the potential for mismatch between children's literacy practices at home and at school is considerable. Tensions exist between school conceptions of literacy as a set of self-contained skills and competences,...

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With...

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With...