Students will be introduced to the perspectives, concepts, and methods of language and literacy development in young children. Students will focus on the speech and language development of young children ages 0-8, as well as the practices to individualize teaching to support language and literacy development in a diverse classroom. Typical and atypical language development; the diverse factors that influence language and literacy development; developmentally appropriate methods, materials, and environments; and supporting English language learners will be emphasized.
Bilingual Education by 
The Cambridge Handbook of Cognitive Development by 
Cognitive Development for Academic Achievement by 
Literacy Development in Early Childhood by 
Pro-Blackness in Early Childhood Education by 
Developing Vocabulary and Oral Language in Young Children by 
Improving Early Literacy Outcomes by 
Purposeful Play for Early Childhood Phonological Awareness by 
Using Stories to Support Learning and Development in Early Childhood by Cultivating Human Abilities: Engaging Young Children though Mindful Literacy Practices
How can educators cultivate children's emerging abilities through literacy? How do educators make time for responsive literacy practices, while mindfully using language in order to invite children to expand their thinking in the classroom? This article explores these questions and considers factors for engaging mindful literacy practices in the classroom in order to cultivate ever-emerging abilities in young children.
EARLY LITERACY: Don't forget hand + writing!
The article discusses the significance of handwriting instruction in elementary education. It is noted that the ability to produce letters neatly and quickly was a prerequisite for achieving the other Common Core writing standards. It is mentioned that students who lack transcription fluency find it difficult to get their ideas written down quickly.
Family Narratives of Biliteracy
This article explores the concept of narratives of biliteracy or how two bilingual mothers defined biliteracy for their families through the construction of narratives. This study is approached through a theoretical discussion of narratives to investigate how the two families constructed certain versions of their realities as they observed, interpreted and made sense of their children's experiences in reading in two languages.
Promoting Language and Literacy Skills through Music in Early Childhood Classrooms
Music experience during early childhood can promote language and literacy skills, particularly phonological awareness, vocabulary, and turntaking and self‐regulation skills useful for communication more broadly. Here, we review research on links between music experience and language and literacy development, discuss how early childhood teachers use music in their classrooms and the challenges they face in doing so, and provide some tips and specific resources and activities for teachers to help incorporate music into their classrooms.
Supporting Emergent Writing with Oral Storytelling Strategies
Building from teaching experiences in three racially, linguistically, and socioeconomically diverse kindergarten classes in the mid‐south, this Teaching and Learning Guide demonstrates three easily implemented strategies for oral storytelling that support emergent writing. These strategies helped students leverage knowledge from their family and community resources, generate ideas for writing, add details to their oral narratives, and adopt the narrative discourse structures typically found in school‐based literature.
The article describes key prompts that early-grade teachers can offer young readers who are stuck on a word. It distinguishes five questions that young readers face regularly and the core processes that are involved in them. Topics covered include identification of words through context, reinforcing letter-sound instruction, and the developing ability of children to help themselves when stuck on a word.
