Early intervention and culture: Preparation for literacy: The interface between theory and practice

Author(s): Eldering, Lotty;
Date Issued: 1993
Publisher(s): Unesco Publishing
show entire record ↓
Editor(s): Eldering, Lotty; Leseman, Paul P. M.
Source: Paris: Unesco Publishing
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

International Child Care & Early Education > Cross-National Comparisons

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
ISBN: 92-3-102937-1 : Unspecified
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

[Review of the book Early intervention and culture: Preparation for literacy] Book Reviews


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

How preschool children learn in Hong Kong and Canada: A cross-cultural study Reports & Papers
Comparison of preschoolers' narratives, the classroom book environment, and teacher attitudes toward literacy practices in Korea and the United States Reports & Papers
The efficacy of early childhood interventions: A report prepared for the Australian Government Reports & Papers
Preparing children for grade one: A study of emergent literacy Reports & Papers
A comparison of the national preschool curricula in Norway and Sweden Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate