000			01595nam a22003498i 4500
001			BDZ0046580802
003			StDuBDS
005			20220524170052.0
008			210109s2021 caua b 001|0|eng|d
020			_a9781529742244 (pbk.) : _c�21.99
040			_aStDuBDS _beng _cStDuBDS _dStDuBDSZ _erda
050		4	_aLB1139.23
072		7	_aEDU _2ukslc
082	0	4	_223
100	1		_aNeaum, Sally, _eauthor.
245	1	0	_aWhat comes before phonics? / _cSally Neaum.
250			_aSecond edition.
260			_aLondon : _bLearning Matters, _c2021.
263			_a202104
300			_a200 pages : _billustrations (black and white)
336			_atext _2rdacontent
336			_astill image _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
500			_aPrevious edition: 2017.
504			_aIncludes bibliographical references and index.
520	8		_aThe teaching of phonics is now strongly embedded in early literacy teaching in schools and early years settings, and it has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children. So what should we be focusing on in early years? What comes before this formal teaching? This book explores a range of aspects of young children's learning that lead into literacy, and includes practical advice on how to translate this into practice.
650		0	_aEarly childhood education.
650		0	_aLiteracy _xStudy and teaching (Early childhood)
650		7	_aEducation. _2ukslc
942			_2ddc _n0
999			_c85828 _d85828