Integrating visual and verbal literacies in the early childhood classroom

Early Childhood Education Journal

Volumn 27, Issue 4, 2000, Pages 259-265

  Edwards, Carolyn Pope ^a   Willis, Linda Mayo ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745731507     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1023/b:ecej.0000003364.99437.5d     Document Type: Article

References (21)

1. Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhottd education. New York: Teachers College Press.
2. Carter, M., & Curtis, D. (1996). Spreading the news: Sharing the stories of early childhood education. St. Paul, MN: Redleaf.
3. Ceppi, G., & Zini, M. (Eds.). (1998). Children, spaces, relations: Metaproject for an environment for young children. Reggio Emilia, Italy: Reggio Children S.r.l.
4. Dighe, J., Calomiris, Z., & Van Zutphen, C. (1998). Nurturing the language of art in children. Young Children, 53(1), 4-9.
5. Edwards, C. P. (1999). Generations of families: A teaching project and photograph exhibition. Journal of Family and Consumer Sciences: From Research to Practice, 91(1), 105-111.
6. Edwards, C. P., & Springate, K. (1993). Inviting children into project work. Dimensions of Early Childhood, 22(1), 9-12-40.
7. Edwards, C. P., & Springate, K. (1996). The lion comes out of the stone: Promoting creative expression in young children, Dimensions of Early Childhood. 24(1), 24-29.
8. Forman, G. (1993). Multiple symbolization in the Long Jump Project In C. P. Edwards, L. Gandini, & G. Forman (Eds.). The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 171-188). Stamford, CT: Ablex.
9. Forman, G. (1994). Different media, different languages. In L. G. Katz & B. Cesarone (Eds.), Reflections on the Reggio Emilia approach (pp. 41-54). Chicago: ERIC Clearinghouse on Elementary and Early Childhood Education.
10. Gardner, H. (1998). Extraordinary cognitive achievements (ECA): A symbol systems approach. In R. M. Lerner (Ed.), Handbook of child psychology. (5th ed., Vol. 1). Theoretical models of human development (pp. 415-466). New York: Wiley.
11. Garrett-Petts, W. F. & Lawrence, D. (1996). Integrating visual and verbal literacies. Winnipeg, Manitoba: Inkshed Publications.
12. Gibson, E. J. (1991). An odyssey in learning and perception. Cambridge, MA: Harvard University Press.
13. Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MA: Houghton-Mifflin.
14. Helm, J. D., Beneke, S., & Steinheimer, K. (1998). Windows on learning: Documenting young children's work. New York: Teachers College Press.
15. Hunt, A. (1996). Reading and writing pictures: Literacy conversations in an early years community. In W. F. Garrett-Petts & D. Lawrence (Eds.), Integrating visual and verbal literacies (pp. 35-39). Winnipeg, Manitoba: Inkshed Publications.
16. Jackson, M. (1994). Creative display and environment. Portsmouth, NH: Heinemann.
17. Lally, J. R. (1998). Brain research, infant learning, and child care curriculum. Child Cure Information Exchange, 5/98,46-48.
18. Malaguzzi, L. (1998). History, ideas, and basic philosophy. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (2nd ed.): The Reggio Emilia approach, advanced reflections (pp. 49-198). Stamford, CT: Ablex.
19. Reggio Children, S.r.l. (1996). The hundred languages of children: Narratives of the possible. Exhibit Catalog. Distributed by Reggio Children USA, Washington, DC 20005-3105.
20. Seefeldt, C. (1995). Art-serious work. Young Children. 41(5), 3-7.
21. Topal, C. W., & Gandini, L. (1999). Beautiful stuff! Learning with found materials. Worcester, MA: Davis Publications.