Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Child Development | 3 |
| Literacy | 3 |
| Multiple Literacies | 3 |
| Young Children | 2 |
| Adults | 1 |
| Children | 1 |
| Childrens Literature | 1 |
| Class Organization | 1 |
| Classroom Techniques | 1 |
| Cognitive Development | 1 |
| Cognitive Processes | 1 |
| More ▼ | |
Author
| Cameron, Catherine Ann | 1 |
| Fromberg, Doris Pronin | 1 |
| Peters, Emily | 1 |
| Pinto, Giuliana | 1 |
| Wood, Jeffrey | 1 |
| Wood, Simon | 1 |
| Wood, Tristan | 1 |
Publication Type
| Journal Articles | 2 |
| Books | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
Audience
| Administrators | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWood, Jeffrey; Peters, Emily; Wood, Tristan; Wood, Simon – Journal of Adolescent & Adult Literacy, 2022
This retrospective is a group effort between my children and me to make sense of their literacies over the past 26 years. Sharing in the authoring of this retrospective, we take a look back at the ways those literacies unfolded across their childhood. Emily, Tristan, and Simon used different literacies to define who they were and to construct a…
Descriptors: Multiple Literacies, Children, Child Development, Literacy
Cameron, Catherine Ann; Pinto, Giuliana – Interchange: A Quarterly Review of Education, 2020
Guided by two perspectives, one theoretical, and the other, methodological, we assume that social interactions provide organizing principles for transforming natural human growth into cultural development. From birth onward, the healthy child is primed to be "in transaction" with their caregivers, their surroundings, co-constructing the…
Descriptors: Interpersonal Relationship, Cultural Awareness, Individual Development, Literacy
Fromberg, Doris Pronin – Routledge, Taylor & Francis Group, 2011
Grounded in theory and research, "The All-Day Kindergarten and Pre-K Curriculum" provides an activity-based and classroom-proven curriculum for educators to consider as they plan and interact with pre-k and kindergarten children. Allowing young children the opportunities to become independent, caring, critical thinkers who feel comfortable asking…
Descriptors: Young Children, Kindergarten, Literacy, Individualized Instruction
