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Cover; Half Title; Title Page; Copyright Page; Contents; List of figures; Preface; Acknowledgements; 1. Introduction; 2. Summary of research on children's digital books; 3. Children's digital books: where to find them and how to evaluate them; 4. Using digital books to support children's language and literacies; 5. Using digital books to support individual children; 6. Children as authors of digital books; 7. Teachers as authors of children's digital books; 8. Parents as authors of children's digital books; 9. Digital libraries and library management systems 10. Innovative approaches to support personalised multimedia story-makingConclusion; References; Index.

Reading (Early childhood)

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« La lecture, c'est la vie en compagnie. Elle est emplie de personnes fictives, d'endroits mystérieux qui, tous, deviennent réels à nos yeux. De la petite enfance à la vieillesse, voilà à quoi servent les livres. Ils entraînent nos imaginations dans un véritable compagnonnage. » Colwyn Trevarthen Partager les enjeux actuels des lectures avec les tout-petits, approfondir ce qui se joue dans ces rencontres intersubjectives et interculturelles, réinterroger la valeur et la signification des albums jeunesse ? d'aujourd'hui, d'autrefois, d'ailleurs ?, présenter des dispositifs innovants engageant une diversité de partenaires comme le goûter littéraire, susciter des pratiques d'évaluation participative : tels sont les objectifs de cet ouvrage articulé autour des actions de lecture-plaisir, que mène l'association L.I.R.E. à Paris, dans une multiplicité de lieux pour lutter contre l'illettrisme et l'exclusion. Responsables et professionnels de la petite enfance et de la culture, chercheurs de différentes disciplines des sciences humaines et sociales, et des enfants eux-mêmes, transmettent ici leurs expériences et leurs analyses des pratiques de lecture avec les tout-petits. L.I.R.E. à Paris est une association de lutte contre l'illettrisme qui, depuis 1999, mène des actions de lecture (en PMI et divers autres lieux : relais assistante maternelle, pouponnières, centres sociaux, etc.), de sensibilisations et de formations de professionnels et de futurs professionnels accueillant la petite enfance.

Reading (Early childhood)

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Cover; Half Title; Title Page; Copyright Page; Contents; List of figures; Preface; Acknowledgements; 1. Introduction; 2. Summary of research on children's digital books; 3. Children's digital books: where to find them and how to evaluate them; 4. Using digital books to support children's language and literacies; 5. Using digital books to support individual children; 6. Children as authors of digital books; 7. Teachers as authors of children's digital books; 8. Parents as authors of children's digital books; 9. Digital libraries and library management systems 10. Innovative approaches to support personalised multimedia story-makingConclusion; References; Index.

Reading (Early childhood)

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'Recognising Early Literacy Development' presents a new view of the many purposes of assessment in this field. The author reviews three decades of policy and practice with children aged 3-5 to proposals in 1997 for official assessment at five years.

Reading (Early childhood) --- Evaluation.

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"Intentional from the Start takes a concentrated look at the often-underestimated reading and writing work that goes on during the emergent reader stages of literacy development (Pre A - D) and the seemingly simplistic texts we use to teach them in small group, Guided Reading. Though both may appear unsophisticated, these earliest readers and the texts used to meet their needs are each unique and full of nuances that teachers often overlook and - worse - are rarely trained to consider"--

Reading (Early childhood) --- Group reading.