Zusammenfassung
Im Kontext internationaler Diskussionen und Initiativen stellt der Beitrag einige Grundsätze zur sprachlichen Bildung und Schriftsprachkompetenz in den frühen Kindheitsjahren dar. Diese Leitideen stammen aus Übersichtsarbeiten der aktuellen Forschung bezüglich der sprachlich-literarischen Entwicklung und Grundbildung. Darüber hinaus werden Anregungen für die Arbeit mit Kindern in frühpädagogischen Settings angeboten. Gleichzeitig werden grundlegende Annahmen über bestehende Auffassungen und Verfahren mit Blick auf Spracherwerb, Schriftsprachkompetenz und sprachliche Bildung hinterfragt. Der Artikel schließt mit einem Appell für intuitive und offene Ansätze zur Förderung des Erwerbs von Sprache und Schriftsprachkompetenz in den frühen Jahren.
Übersetzung aus dem Englischen: Arndt Ladwig. Fachliche Bearbeitung: Pamela Oberhuemer
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Whitehead, M. (2004). Sprachliche Bildung und Schriftsprachkompetenz (literacy) in der frühen Kindheit. In: Fthenakis, W.E., Oberhuemer, P. (eds) Frühpädagogik international. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-95041-3_20
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