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dc.contributor.authorWhite, Elizabeth Jayne
dc.date.accessioned2012-02-02T03:09:19Z
dc.date.available2012-02-02T03:09:19Z
dc.date.issued2010
dc.identifier.citationWhite, E.J. (2010). Reading toddlers: Noticing and recognising more. Web-based article, Ministry of Education, Early Childhood Education website.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5998
dc.description.abstractWhen I think of literacy, the idea of 'reading' some sort of language system – be it oral or written word - springs to mind. However, there are also language systems that are used by all of us throughout our lives where words are substituted with actions or are absent altogether, whether we realise it or not. This silent language is sometimes referred to as non-verbal or gestural/body communication. Though used alongside words by adults and children alike in everyday talk, its almost exclusive use is never more dominant than during our early years - in the period between infancy and childhood, which I call 'toddlerhood'.en_NZ
dc.language.isoen
dc.publisherMinistry of Education New Zealanden_NZ
dc.relation.urihttp://www.educate.ece.govt.nz/learning/exploringPractice/Literacy/ReadingToddlers.aspxen_NZ
dc.subjecttoddleren_NZ
dc.subjectlanguageen_NZ
dc.subjectliteracyen_NZ
dc.titleReading toddlers: Noticing and recognising moreen_NZ
dc.typeCommissioned Report for External Bodyen_NZ
pubs.elements-id54459
pubs.place-of-publicationhttp://www.educate.ece.govt.nz/learning/exploringPractice/Literacy/ReadingToddlers.aspxen_NZ


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