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3: Examining Theories that Support Literacy Development

  • Page ID
    200785
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    “Teaching can be likened to a conversation in which you listen to the speaker carefully before you reply.”

    -Marie Clay

    Opening Vignette: A Teacher’s Morning

    Ms. Tori entered her three-year-old classroom carrying materials for her dramatic play area, currently presented as an apple orchard shop. There was a puppet stage that could double as a countertop, aprons, a hay bale, tin pie pans, giant beige pom poms that almost looked like peeled apples, felt pieces, and wooden apples and apple pieces. The children had a written list of apple products with a picture next to the words. As Ms. Tori checked the apple orchard center once more, she considered that children learn by engaging with each other and wondered what she might add to encourage the children to play and interact with each other. She considered what songs they might sing in group time this week and what kinds of books would familiarize children with the concept of apple orchards and apple products.


    This page titled 3: Examining Theories that Support Literacy Development is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Sandra Carrie Garvey (Remixing Open Textbooks with an Equity Lens (ROTEL)) via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.

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