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Literacy and Play: The Perfect Partnership

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Category education; learning; teachers; play;literacy

Deadline: August 01, 2019 | Date: December 02, 2019-December 03, 2019

Venue/Country: Hong Kong

Updated: 2019-02-26 06:30:48 (GMT+9)

Call For Papers - CFP

Early reading success has been shown, through numerous studies, to be a strong predictor of academic success throughout a child’s school career. Teachers in the early years strive to make literacy experiences developmentally appropriate, meaningful, joyful and playful. Language arts experts are quick to remind teachers that isolating reading skills from other components of literacy development (writing, listening, and speaking) can create unnecessary stumbling blocks on the path to reading success for children. The primary objective in early childhood is to create learning environments and lessons that are play-based, authentic, and integrated across the entire curriculum.

Teachers have endless possibilities to promote literacy through playful experiences interwoven across all curricular areas in their programs. In the early years, when children play in purposely designed, literacy-rich environments, teachers can help foster self-confident and self-assured literacy learners.

This workshop will benefit preschool through early primary grade teachers, early childhood special education teachers, early years reading specialists, and administrators of elementary schools and care/education centers.

Register at

Keywords: Accepted papers list. Acceptance Rate. EI Compendex. Engineering Index. ISTP index. ISI index. Impact Factor.
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