Integrating Visual and Verbal Literacies in the Early Childhood Classroom.

Edwards, Carolyn Pope; Willis, Linda Mayo

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Peer reviewed

ERIC Number: EJ613590

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1082-3301

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Integrating Visual and Verbal Literacies in the Early Childhood Classroom.

Edwards, Carolyn Pope; Willis, Linda Mayo

Early Childhood Education Journal, v27 n4 p259-65 Sum 2000

As children begin to grasp the basic functions of literacy, they become engaged in meaning-making that alternates between and/or combines oral language, written and printed symbols, drawings, and other formats. This article examines the benefits to children of an integrated approach to literacy, highlighting the Reggio Emilia approach, and offers suggestions for achieving a more integrated curriculum. (TJQ)

Descriptors: Beginning Reading, Childrens Writing, Early Childhood Education, Emergent Literacy, Integrated Curriculum, Nonverbal Learning, Reggio Emilia Approach, Symbolic Language, Symbolic Learning, Verbal Communication, Verbal Learning, Visual Learning, Visual Literacy

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A