Voices of Practitioners, Winter 2024, Volume 19

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Voices of Practitioners, Winter 2024, Volume 19

This year鈥檚 Voices of Practitioners听collection听prompts conversations about the value of linking children鈥檚 literacy-rich experiences across media types. Literacy is traditionally connected to books, like children鈥檚 literature, yet this year鈥檚 articles address the broader concept of how teachers use a range of literacy practices and storytelling media for and by children. An expansive view of literacies means that teachers understand that children become fully literate by learning how to engage critically and create their own stories and other texts across various media types, including books, oral storytelling, video and film, online content, and a range of visual and printed sources.听

Explore This听Issue

The Pedagogical Narrative as a Form of Teacher Research
Barbara Henderson, Robyn Brookshire, Ron Grady, Isauro Escamilla, Angela Aquilizan, Megina Baker, and Andy Stremmel

Dreamers Unite: A Journey Toward Diversity, Curiosity, and Child-Led Learning
Andrea Sanchez

The Healing Power of Children鈥檚 Books for Children Experiencing Loss
Emily Sturt

Using Celebrations and Literature in Project Work to Affirm Children鈥檚 Identities
Mickey Willis and Amanda Lautenbach

Uniting the Power of Music and Books to Empower Unhoused Children and Mothers听
Elise Pennington and Leah Waldo

Authentic Identity Work in a Culture of Self-Reflection
Vaidehi Desai and Maggie Oliver

A Closer Look: Research and Risk Taking in Teacher Preparation
Maleka Donaldson

Moving to Smart: Bringing Leadership into Early Childhood Education
Debra Murphy, Kalyani Clarke, Gina Ferreira, Breanne Kelly, Kate La France, and Emmy Mayhew

The Power of Child-Created Texts and Puppetry: Nurturing Preschoolers鈥� Social and Emotional Development听
Kiyomi Umezawa and Emiko Kurosawa Arakaki

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