Janet Fellowes Is A Senior Lecturer - Arts and Humanities Assignment Help

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Janet Fellowes is a Senior Lecturer at Edith Cowan University, Western Australia where she teaches Early Childhood Language and Literacy. She spent fifteen years before this working as a classroom teacher in a range of locations and across early childhood and primary classes. Janet continues to work closely with schools and classroom teachers and is regularly called upon to conduct staff professional development sessions in early childhood language and literacy. Her research work is closely linked to the early childhood classroom and has comprised such projects as Small Group Literacy Teaching in the Early Years, Teacher Efficacy and the Teaching of English as a Second Language, The Oral Language Development of Preschool Children, Boys and Literacy, Focused Intervention for Effective Literacy Development and Writing in the Preschool Years. Janet is passionate about ensuring that early childhood teachers are knowledgeable about, and inspired by, language and literacy teaching and learning, and that they are reflective, resourceful and adaptable practitioners.

Grace Oakley is an Associate Professor at the University of Western Australia and teaches primarily in Language and Literacy. Grace has lectured in this area for over ten years, in early childhood and primary teaching programs, both undergraduate and postgraduate. She has had classroom experience in K–7 classrooms, including LOTE teaching. Grace’s research interests focus on the role of ICTs in early literacy learning, helping children who struggle in literacy, literacy assessment, literacy motivation and metacognition in literacy learning. She has been involved in several research projects involving literacy in the early years, one of which investigated teachers’ methods of assessing reading. She is also interested in home literacy practices and was involved in the Better Beginnings project.

Helen Adam wrote Chapter 22 on children’s literature. Helen is a lecturer at Edith Cowan University, Western Australia. She has lectured and written on the subject of children’s literature for the past seven years. Helen’s writing and research addresses the role and importance of quality literature in the social and emotional wellbeing of the child. Helen’s lecturing and writing highlight the potential and importance of quality literature in developing critical and creative thinking, ethical understandings, personal and social capabilities and intercultural understandings—all of which are highlighted in the Australian Curriculum and The Early Year Learning Framework and are important to all children. She is currently undertaking her Doctor of Philosophy studies on the topic: Investigating the use of children’s literature to support principles of diversity in the kindergarten rooms of long day care centres.

PREFACE TO THE SECOND EDITION

We are very excited to have been given the opportunity to write a second edition of Language, Literacy and Early Childhood Education, which focuses on the literacy learning of children from birth to the age of eight, with an emphasis on four to eight year olds. Since the first edition was written, there have been several important changes in the early childhood education and care (ECEC) landscape internationally and in Australia, which we attempt to address in this book.

In Australia, the Australian Curriculum (ACARA, 2014) has been introduced, which lays out the learning expected of students from the Foundation Year (five year olds) onwards. In this second edition of the book, we pay particular attention to the English curriculum but also, where appropriate, we make references to the ‘general capability’, Literacy. Alongside the Australian Curriculum, the National Assessment Program—Literacy and Numeracy (NAPLAN), a national testing regime that commenced in 2008, appears to be having an effect on literacy education in the early years, since educators are charged with the responsibility of preparing young children for the Year 3 literacy tests. We wish to mention that, while it is important for early childhood educators to build children’s skills, understandings and dispositions to help them achieve success with reference to the Australian Curriculum and national assessments, it is just as important to keep in sight children’s need for meaningful curriculum and appropriate, child-centred pedagogies.

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