`The 'Raising Early Achievement in Literacy' or REAL project was the result of a collaboration between the University of Sheffield, Sheffield LEA and schools and centres across the city of Sheffield, starting in 1995. For those interested in developing their own projects in this field it will provide essential information. It contains many examples of work carried out this in this project.
Many examples are given that could prompt practitioners to identify ways in which they too could focus their own input with children or help their parent group to interact with their children's developing literacy' - Early Years Update
`A "must read" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative' - Neil McClelland OBE, Director, National Literacy Trust
`The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children's early development' - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University
'The project described in detail in this book is arguably the most important and well-researched UK initiative for developing early literacy work with parents of young children.
Readers will find inspirational case studies ... There are illuminating insights into children's perspectives on family literacy, including good news about fathers and boys.
Don't miss it!' - Marian Whitehead, Nursery World
Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses.
The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development.
The book also includes:
- An informative update on research in the field
- A description of the family literacy programme
- Useful activities for family literacy work
- Guidelines for interviewing parents and children
- Suggestions for how to evaluate family literacy work
- Ideas for practical sessions for professional development for family literacy workers
- A Guide to further reading
This is an important book and should be read by anyone wishing to keep pace with the field of family literacy in early childhood education.
Professor Cathy Nutbrown is Head of the School of Education at the University of Sheffield, where she teaches and researches in the field of early childhood education. Cathy began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers, and other early childhood educators. Cathy is committed to finding ways of working `with respect' with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of `respectful education'. She established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation In June 2012 she reported on her year-long independent review for government on early years and childcare qualifications (The Nutbrown Review). She is Editor-in-Chief of the SAGE Journal of Early Childhood Research and author of over fifty publications on aspects of early childhood education.
EARLY CHILDHOOD EDUCATION AND FAMILY LITERACY: POLICY CONTEXTS Policy Contexts Family Literacy Programmes DEVELOPING A FAMILY LITERACY PROJECT: PRACTICE AND EXPERIENCE Building a Framework for Family Literacy Practice Using the ORIM Framework to Develop a Family Literacy Programme Opportunities for Parents as Adult Learners Professional Development for Family Literacy Work EVALUATION AND THE PERSPECTIVES OF PARTICIPANTS The Importance of Evaluation Teachers' Experiences of Family Literacy Parents' Experiences and View of a Family Literacy Programme Children's Perspectives on Family Literacy Making a Difference? THE FUTURE FOR EARLY CHILDHOOD EDUCATION AND FAMILY LITERACY Developing Practices and Processes