Learning to Listen, Listening to Learn: Building Essential Skills in Young Children - Tapa blanda

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Mary Renck Jalongo is a teacher, writer, and editor. Her most recent book for NAEYC was a second edition of Young Children and Picture Books (2004). As a classroom teacher, she taught preschool, first grade, and second grade; worked with children from families of migrant farm workers; and taught in the laboratory preschool at the University of Toledo. Currently she is a professor at Indiana University of Pennsylvania, where she is the coordinator of the doctoral program in Curriculum and Instruction. She has been the recipient of the university’s Outstanding Professor Award, as well as numerous other teaching awards and three national awards for excellence in writing. For the past 13 years, she has been the editor-in-chief of the international publication Early Childhood Education Journal.

Mary Renck Jalongo has coauthored and edited more than 20 books, many of them textbooks, including Early Childhood Language Arts (4th ed., Allyn & Bacon), Creative Thinking and Arts-Based Learning (4th ed., Merrill/Prentice Hall), Exploring Your Role: An Introduction to Early Childhood Education (3d ed., Merrill/Prentice Hall), and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (2d ed., Teachers College Press). In addition, she is a contributor to the World Book Encyclopedia and the author of two Association for Childhood Education International (ACEI) Position Papers. Recent publications include Planning for Learning: Collaborative Approaches to Lesson Design and Review (Teachers College Press, 2006) and The World’s Children and Their Companion Animals: Developmental and Educational Significance of the Child/Pet Bond (ACEI, 2004).

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To improve young children’s listening demands three things of us: an understanding of the listening process; the implementing of research- based teaching strategies; and an appreciation for the changes needed in ourselves, in our classrooms, and in children’s homes and communities. The chapters that follow take up each of these. Although children are expected to listen even more than they are expected to speak, read, or write, learning to listen is given scant attention in the early childhood curriculum, and even less in teacher preparation.