Abstract
Whenever I come across a book such as this I turn to the bibliography first to check for names connected to the research in the particular area on which the book is based. I was therefore surprised not to see Snowling mentioned, but relieved to see Locke and Goswami, for example. The author cites some research from the 1980s but includes research up to the year 2011, and also government projects and guidelines.
The book focuses on early years in the field of language and literacy, so I would expect the emphasis to be on language, which indeed it is. This type of book is much needed to ensure all early years practitioners realize the importance of language as a precursor to literacy. Many adults who work with young children focus on teaching early reading skills to a greater degree than language skills. To this end, the main thrust of the book is to give an account of language acquisition and development, leading on to several chapters on responding to and interacting with children’s speech, language and communication.
There is also a chapter on bilingual and multilingual issues surrounding children’s language learning, which rightly points out the advantages of being bilingual or multilingual as well as reporting the stages of learning English as an additional language. The latter part of the book then focuses on the link between language and literacy, beginning by pointing out that a literacy environment is just as important for literacy as a language environment is for language.
The whole book is laid out in a very readable way, using headings and bullet points to guide the reader. Each chapter begins by telling the reader what he or she will learn and ends with a summary and suggestions for further reading. Terminology is highlighted and explained succinctly.
There are a good number of case studies to illustrate the author’s meaning, alongside activities in which the reader can engage to enrich his or her learning.
Although this book is aimed at students, giving them the theory they require for their studies, I feel it would also be useful for practitioners in early years’ settings because the author builds on her experience as a nursery and school teacher and early years advisor. It would also be useful for parents in helping them to understand the importance of listening to and talking, singing and reading with their children. This book is well worth the price if you work in early years education.