03577nam 2200697 450 991046020530332120200520144314.094-6209-710-010.1007/978-94-6209-710-0(CKB)3710000000262436(EBL)1973811(OCoLC)894511793(SSID)ssj0001386513(PQKBManifestationID)11809743(PQKBTitleCode)TC0001386513(PQKBWorkID)11374544(PQKB)11539188(MiAaPQ)EBC3035003(DE-He213)978-94-6209-710-0(nllekb)BRILL9789462097100(MiAaPQ)EBC1973811(Au-PeEL)EBL3035003(CaPaEBR)ebr10954921(CaONFJC)MIL764106(Au-PeEL)EBL1973811(CaPaEBR)ebr11286892(PPN)183090616(EXLCZ)99371000000026243620141025h20142014 uy 0engur|n|---|||||txtccrGraphic texts literacy enhancing tools in early childhood /Eva Teubal and Ainat Guberman1st ed. 2014.Rotterdam, Netherlands :Sense Publishers,2014.©20141 online resource (167 p.)Description based upon print version of record.94-6209-709-7 94-6209-708-9 Includes bibliographical references.Preliminary Material -- Introduction -- Drawings and Illustrations -- Photographs -- Icons -- Maps -- Calendars as Tools for the Development of Time Notions -- Integrated Texts -- Activity with a Weekly Calendar -- Bibliography.The message of the book is straightforward and easy to apply: it derives from the interweaving of long years of field work with a solid theoretical background. The practice advocated presents children with the opportunity to confront contents and situations which are only too often considered inaccessible for them. The abundant examples presented show that when provided with an adequate toolkit composed of graphic texts, children are inherently motivated by the challenges surrounding them and can make the most out of them as valuable learning opportunities. Drawings, icons, photographs, maps and calendars are incorporated into the tool-kit while they are being used in circumstances in which they are required: children appropriate them while exposed to their use and experience their affordances. Children realize how the graphic texts empower their performance. The fact that this toolkit is multimodal (involves several sensory modalities) implies that those for whom language is not the most readily available means of communication and processing are not discriminated against: on the one hand, it facilitates conceptualization and its expression by alternative means, and on the other it supports both the comprehension and production of verbal language.LiteracyStudy and teaching (Preschool)Language arts (Early childhood)Language arts (Preschool)LiteracyStudy and teaching (Preschool)Language arts (Early childhood)Language arts (Preschool)372.210941Teubal Eva1040814Guberman AinatMiAaPQMiAaPQMiAaPQBOOK9910460205303321Graphic texts2463970UNINA