000			01743nab a22002177a 4500
001			1969
003			BCACCS
005			20150824145807.0
008			100412s2008 aca s 000 0 eng d
040			_aBCACCS
100	1		_aStreelasky, Jodi _9306
245	1	2	_aA collaborative approach to literacy _cJodi Streelasky _h[electronic resource] : _binner-city preschool children, families and the school community /
260			_c2008.
300			_a1 online resource (p. 27-33) : _bdigital, PDF file
520	3		_aMakin and Jones Diaz (2002) suggest that young children’s early literacy is most strongly supported when early childhood educators, children’s families and the wider community develop shared understandings about literacy—what counts, what is valued and validated, and whose voices are heard and whose voices are silent. Researchers such as Haas Dyson (1993), Kress (1997), and Stein (2003) argue that young children’s literacy experiences comprise much more than developing the conventional processes of written language, but also include their use of a range of multiple semiotic symbol systems. This article will explore young children’s constructions of literacy, and reveal the important role family members (e.g. parents, aunts, uncles, grandparents) and school staff (e.g. teachers, Elders, speech and language pathologists) play in mediating young children’s literacy learning and development.
650		0	_aEarly childhood education _9280
650		0	_aLiteracy _963 _xStudy and teaching
773	0		_tAustralasian Journal of Early Childhood _gVol. 33, no. 3 (September 2008), p. 27-33
856	4	0	_uhttp://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0803.pdf _zFull text
942			_2z _cARTICLE
999			_c1180 _d1180