Active Experiences for Active Children: Literacy Emerges

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Merrill/Prentice Hall, Oct 1, 2000 - Education - 174 pages
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Based on three of the best known and heralded theorists (Dewey, Vygotsky, and Piaget), this comprehensive resource tool illustrates and demonstrates how teachers can plan meaningful learning experiences that lead to reading and writing. The content and concepts included in the book are based on those found in the joint position statement of the International Reading Association and the National Association for the Education of the Young Child. Readers will feel confident that they know how to plan activities that hold meaning for children—activities that will actually keep children's minds and bodies engaged and will lead to productive learning of language and development of literacy. A separate chapter on “Second Language,” along with chapter-by-chapter features, brings learners up-to-date on this increasingly prevalent demographic issue in education, and prepares them to address it in every aspect of their instructional planning and delivery. Other key chapter topics include building connections to home and community: extending active literacy experiences, and the form and structure of language learning. For pre-service and practicing teachers.

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About the author (2000)

CAROL SEEFELDT, Ph.D., is Professor Emeritus of human development at the Institute for Child Study, University of Maryland, College Park, where she taught graduate and undergraduate classes for 28 years. She received the Distinguished Scholar-Teacher Award from the university and has published 23 books and over 100 scholarly and research articles for teachers and parents. Her books include Social Studies for the Preschool/Primary Child, Active Experiences for Active Children: Social Studies, and Current Issues in Early Childhood Education with Alice Galper, and The Early Childhood Curriculum: Current Findings in Theory and Practice.

During her 40 years in the field, Dr. Seefeldt has taught at every level from nursery school for 2-year-olds through the third grade. In Florida she directed a church-related kindergarten, and served as Regional Training Officer for Project Head Start. She has conducted teacher training programs in Japan and the Ukraine and has been a frequent guest on radio and television talk shows.

Carol's research interests have revolved around curriculum development and program evaluation as well as intergenerational attitudes. Most recently she was principal investigator of the Montgomery County Head Star Public School Transition Demonstration.

ALICE GALPER, Ph.D., educator and consultant, received her doctorate from the University of Maryland, College Park. Previously she was a classroom teacher in New Hampshire and a Head Start Consultant in the Washington, DC, area. She was a professor of human development at Mt. Vernon College, Washington, DC, for nearly 20 years and at the University of Maryland. She assisted Carol Seefeldt on the research component of the Montgomery County Head Start Public School Transition Demonstration. Currently she is on the adjunct faculty at the University of Maryland.

Alice's research has revolved around intergenerational attitudes and program evaluation. She has written many articles for such journals as Child Development, Journal of Educational Psychology, and Early Childhood Research Quarterly. She is co-author with Carol Seefeldt of Continuing Issues in Early Childhood Education and Active Experiences for Active Children: Social Studies.

Alice presents workshops and papers regularly at the National Association for the Education of Young Children Conference, the Head Start Research Conference, and the Society for Research in Child Development Biennial Meetings, among others.

Active in community affairs, Alice has been appointed by Mayor Anthony Williams of Washington, DC, as co-chair of the Interagency Coordinating Council of the DC Early Intervention Program for Infants and Toddlers, and volunteers for the Black Student Fund.

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