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R Ewing, J Callow and K Rushton, Language and literacy development in early childhood

R Ewing, J Callow and K Rushton, Language and literacy development in early childhood Book Reviews 299 Cambridge University Press: Melbourne, 2016; 210 pp. ISBN 978-1-107-57862 Language and Literacy Development in Early Childhood offers a concise orientation to important aspects of language and literacy learning in the early years for ‘early childhood educators and caregivers, parents and family members’ (p. 2). As an introductory text for this wide readership, the book is a worthwhile add- ition to the field because the particular choice of topics, their scope and organisation, shows some refreshing variation from several existing textbooks. As a guide for further study, the authors’ valuable perspectives on language and literacy development in the early years provide useful references for additional readings and resources. The authors’ stated intent is to develop understandings that will help edu- cators and parents provide ‘the best opportunities for language and literacy development’ for all children (p. 1). Central to their book is the work of Heath (1983), Bernstein (1990) and Williams (1998). Each of these researchers demonstrated how children from more marginalised social and cultural groups were disadvantaged because their home language and literacy uses differed from those at school. While dated, these studies are worth describing in a text of this nature because the understandings they http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Early Childhood Literacy SAGE

R Ewing, J Callow and K Rushton, Language and literacy development in early childhood

Hoyte, Frances
Journal of Early Childhood Literacy , Volume 18 (2): 5 – Jun 1, 2018
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Publisher
SAGE
Copyright
© The Author(s) 2018
ISSN
1468-7984
eISSN
1741-2919
DOI
10.1177/1468798418775895
Publisher site
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Abstract

Book Reviews 299 Cambridge University Press: Melbourne, 2016; 210 pp. ISBN 978-1-107-57862 Language and Literacy Development in Early Childhood offers a concise orientation to important aspects of language and literacy learning in the early years for ‘early childhood educators and caregivers, parents and family members’ (p. 2). As an introductory text for this wide readership, the book is a worthwhile add- ition to the field because the particular choice of topics, their scope and organisation, shows some refreshing variation from several existing textbooks. As a guide for further study, the authors’ valuable perspectives on language and literacy development in the early years provide useful references for additional readings and resources. The authors’ stated intent is to develop understandings that will help edu- cators and parents provide ‘the best opportunities for language and literacy development’ for all children (p. 1). Central to their book is the work of Heath (1983), Bernstein (1990) and Williams (1998). Each of these researchers demonstrated how children from more marginalised social and cultural groups were disadvantaged because their home language and literacy uses differed from those at school. While dated, these studies are worth describing in a text of this nature because the understandings they

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Journal of Early Childhood Literacy – SAGE

Published: Jun 1, 2018

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