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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition Bernstein, Katherine. - : eScholarship, University of California, 2014 In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014) BASE Show details 2 Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School Peer, Karisa Jessica. - : eScholarship, University of California, 2014 In: Peer, Karisa Jessica. (2014). Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/414025ph (2014) BASE Show details 3 The relationship between Latino preschoolers' book access and their conceptualizations of reading ... Brassell, Daniel Timothy. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 4 The impact of access to books: Developing partnerships with Latino immigrant families through a preschool literacy program in an urban community ... Madrigal, Patricia. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 5 Writing development of Korean heritage children ... Kwak, Jinjoo. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 6 Does Employing the Wilsons Fundations Program Impact the Reading Growth of First Grade Students? Oglesbee, Heidi K In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398712529 (2014) BASE Show details 7 Sprachförderung zur Prävention von Bildungsmisserfolg Hasselhorn, Marcus; Sallat, Stephan In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014) BASE Show details 8 The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014 In: Theses: Doctorates and Masters (2014) BASE Show details 9 Peer group and friend influences on the social acceptability of adolescent book reading Merga, Margaret K In: Research outputs 2014 to 2021 (2014) BASE Show details 10 Growing Ideas - Shocking Language! - Swearing University of Maine Center for Community Inclusion and Disability Studies In: Early Childhood Resources (2014) BASE Show details 11 Growing Ideas - Word Play All Day - Early Literacy in Action University of Maine Center for Community Inclusion and Disability Studies In: Early Childhood Resources (2014) BASE Show details 12 Ist kompetente Sprachförderung im Lärm möglich? Oelze, Vera In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 258-264 (2014) BASE Show details 13 Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre Russette, Alan D; Taylor, Shelley K. In: Education Publications (2014) BASE Show details 14 Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies into Early Childhood Assessment Interviews Parks, Amy Noelle; Schmeichel, Mardi In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014) BASE Show details 15 Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala Stempfelet, Yaëlle In: Master's Capstone Projects (2014) BASE Show details 16 What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory Angus, Lucille Kathleen. - 2014 Abstract: This thesis enters into an analysis of adult/child relations by looking closely at affective social and historical representations of childhood. It asks, how to characterize the self-other relation when the subject is a child. This work is composed of thematic close readings of three primary texts: Piera Aulagnier (2001) introduces the child as being, Jacqueline Rose (1992) presents the enigmatic child, and Carolyn Steedman (1994) traces the spectacle of the child. This thesis grapples with the being of the child, beginning by exploring infancy as a state of dependency that marks growth. I examine the child’s vulnerability that precedes speech and discuss how imperceptible traces of that state intersect with the child’s introduction to symbolization and the words adults use to represent childhood. I turn to examine forms of childhood shaped through fantastical, cultural and historical narratives, questioning the place of the child and adult within those representations. Keyword: Adam Phillips; Adult/Child Relations; Aesthetics; Affect; Carolyn Steedman; Child; Child Acrobat; Child's Languages; Childhood; Childhood Promise; Children's Fiction; Children's Literature; Deborah Britzman; Demand; Dependence; Developmental Theory; Difficulty of Learning; Don Juan; Early childhood education; Education; Embodied Languages; Emotional World; Family Relations; Fantasy; Fiction; Goethe; Histories of Childhood; Infancy; Inherited Language; Interiority; Interpretation; Jacqueline Rose; Language; Language Acquisition; Learning; Literature; Mignon; Mother's Anguish; Multiple Literates; Narrative; Neverland; Object Relations; Pedagogy; Peter Pan; Piera Aulagnier; Primal Process; Primary Process; Promise; Psyche; Psychoanalysis; Psychosocial Development; Reading; Repetition; Representation; Repression; Secondary Process; Self; Shock of Parenting; Sigmund Freud; Social Constructions; Sociology of Education; Speech; Teacher's Vulnerabilities; Teaching; Unconscious; Use your words; Violence of Interpretation; Vulnerability; Wish; Words URL: http://hdl.handle.net/10315/27579 BASE Hide details

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