Understanding the Worlds of Young Children
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491_9781648024221
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Children begin their literacy journeys from the moment of their birth as they begin to read the world around them. They embark on their journeys as they observe and react to the gestures and voices of their family members, and hear and use the language in which they are immersed to communicate with others. Through their interactions with the sign systems surrounding them, they become socialized into the cultural practices of their communities and construct meaning in their lives. Childrens entrance into formal education, where they begin to read the word, further connect them with literacies of other communities, both nationally and globally. Thus, the early years become a critical time to build and support current and future learning where children develop into creative problem solvers, thoughtful communicators and productive leaders and citizens of the next generation.This volume extends current knowledge of childrens learning by exploring the importance of childrens earliest years within the context of their families and communities and connecting those years with their formal education. Development is viewed through a childs perezhivanie; a concept by Vygotsky (1933-1934/1994) that expresses the unity of the individuals biological and cultural development. According to Vygotsky, development does not isolate the individual from her/his social context. Children are social beings from birth who acquire and make meanings of their world through their interactions with their families, friends, childcare providers, religious groups, and other community members. These interactions encompass the way children use language within childrens ecosocial (physical and social worlds) where development occurs. How these ecosocial worlds support each other or collide will impact childrens literacy development.This unique contribution provides the reader with opportunities to: a) Recognize the importance of literacy practices as cultural and social within the context
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