LEADER 03577nam 2200697 450 001 9910460205303321 005 20200520144314.0 010 $a94-6209-710-0 024 7 $a10.1007/978-94-6209-710-0 035 $a(CKB)3710000000262436 035 $a(EBL)1973811 035 $a(OCoLC)894511793 035 $a(SSID)ssj0001386513 035 $a(PQKBManifestationID)11809743 035 $a(PQKBTitleCode)TC0001386513 035 $a(PQKBWorkID)11374544 035 $a(PQKB)11539188 035 $a(MiAaPQ)EBC3035003 035 $a(DE-He213)978-94-6209-710-0 035 $a(nllekb)BRILL9789462097100 035 $a(MiAaPQ)EBC1973811 035 $a(Au-PeEL)EBL3035003 035 $a(CaPaEBR)ebr10954921 035 $a(CaONFJC)MIL764106 035 $a(Au-PeEL)EBL1973811 035 $a(CaPaEBR)ebr11286892 035 $a(PPN)183090616 035 $a(EXLCZ)993710000000262436 100 $a20141025h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGraphic texts $eliteracy enhancing tools in early childhood /$fEva Teubal and Ainat Guberman 205 $a1st ed. 2014. 210 1$aRotterdam, Netherlands :$cSense Publishers,$d2014. 210 4$dİ2014 215 $a1 online resource (167 p.) 300 $aDescription based upon print version of record. 311 $a94-6209-709-7 311 $a94-6209-708-9 320 $aIncludes bibliographical references. 327 $aPreliminary 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. 330 $aThe 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. 606 $aLiteracy$xStudy and teaching (Preschool) 606 $aLanguage arts (Early childhood) 606 $aLanguage arts (Preschool) 615 0$aLiteracy$xStudy and teaching (Preschool) 615 0$aLanguage arts (Early childhood) 615 0$aLanguage arts (Preschool) 676 $a372.210941 700 $aTeubal$b Eva$01040814 702 $aGuberman$b Ainat 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460205303321 996 $aGraphic texts$92463970 997 $aUNINA