Moving from ECRR to ECRS: Getting Every Child Ready for School

Authors

  • Kathleen Campana

DOI:

https://doi.org/10.5860/cal.16.4.37

Abstract

Have you ever wondered how well your storytimes and other programs are preparing children for school by providing the skills they need to enter school ready to learn? You are probably using the five practices from Every Child Ready to Read 2 (ECRR)—talking, singing, reading, playing, and writing—to support children’s literacy learning, but are you using them to support other types of learning?

Author Biography

Kathleen Campana

Dr. Kathleen Campana is an Assisstant Professor at Kent State University’s School of Information. Her research focuses on understanding the learning that occurs for children and youth in informal learning environments and how the environment influences their learning. She teaches in the area of children’s and youth services.

References

Alice F. Cross, and Michael Conn-Powers, “A Working Paper: New Information about School Readiness,” (Early Childhood Center, Indiana University, 2011).

J. Elizabeth Mills et al., “Early Literacy in Library Storytimes, Part 2: A Quasi-Experimental Study and Intervention with Children’s Storytime Providers,” Library Quarterly 88, no. 2 (April 2018): 160–76.

Kathleen Campana, “The Multimodal Power of Storytime: Exploring an Information Environment for Young Children” (PhD diss., University of Washington, Seattle, 2018).

Kathy Hirsh-Pasek et al., “Putting Education in ‘Educational’ Apps: Lessons from the Science of Learning,” Psychological Science in the Public Interest 16, no. 1 (2015): 3–34.

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Published

2018-12-12

Issue

Vol. 16 No. 4 (2018): Winter

Section

Departments

License

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