Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development

Young Children

Volumn 57, Issue 5, 2002, Pages 12-25

  Conezio, Kathleen ^b   French, Lucia ^a  

^a UNIVERSITY OF ROCHESTER   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040669876     PISSN: 00440728     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (9)

1. American Association for the Advancement of Science (AAAS). 1993. Benchmarks for science literacy: Project 2061. New York: Oxford University Press.
2. Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.
3. Chaille, C., & L. Britain. 1997. The young child as scientist: A constructivist approach to early childhood science education. New York: Longman.
4. French, L.A. 1996. "I told you all about it, so don't tell me you don't know": Two-year-olds and learning through language. Young Children 51 (2): 17-20.
5. Gallas, K. 1995. Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.
6. Goodman, Y.M. 1986. Children coming to know literacy. In Emergent literacy: Writing and reading, eds. W. Teale, E. Sulzby, & M. Farr. Norwood, NJ: Ablex.
7. Katz, L., & D. McClellan. 1997. Fostering children's social competence: The teacher's role. Washington, DC: NAEYC.
8. Nelson, K. 1996. Language in cognitive development: The emergence of the mediated mind. New York: Cambridge University Press.
9. Teale, W., & E. Sulzby. 1986. Emergent literacy as a perspective for examining how young children become writers and readers. In Emergent literacy: Writing and reading, eds. W. Teale, E. Sulzby, & M. Farr. Norwood, NJ: Ablex.