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Contributions explore oral literacy pedagogy through poetry, rhythm, rhyme and embodiment; language education approaches for young learners, including those with additional language backgrounds and refugee experiences; and methods such as puppetry, drama, and picture books to support meaning making, identity, and reading engagement. The volume summarizes open access articles originally published in Education Sciences, with editor insights and citation details for independent article referencing.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/the-role-of-the-arts-in-early-language-and-literacy-development/238498/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/the-role-of-the-arts-in-early-language-and-literacy-development/238498.png","ImageObject",442,249,{"name":88,"@type":89},"Elsa","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-28","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What aspects of early literacy development does the volume examine through the arts?","Question",{"text":109,"@type":110},"The volume examines early language and literacy development through oracy, poetry, rhythm and rhyme, embodiment, roleplay, puppetry and drama, and picture-book based approaches.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do the articles connect oral language to literacy learning?",{"text":114,"@type":110},"Several contributions treat oracy as foundational for emergent literacy, showing how oral language supports writing development and how rhythmic and poetic practices reinforce sound recognition and language structures.",{"name":116,"@type":107,"acceptedAnswer":117},"What types of learners and contexts are covered in the special issue reprint?",{"text":118,"@type":110},"The contents include work focused on young additional language learners, refugee-background learners, EAL/DEarly Years literacy learning contexts, and early childhood settings that explore identity, meaning making, and “funds of identity”.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},238498,1791745967,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Special Issue Reprint  \nThe Role of the Arts in Early Language and Literacy Development  \nEdited by  \nKathy Rushton and Robyn Ewing  \n[mdpi.com/journal/education](mdpi.com/journal/education)  \nThe Role of the Arts in Early Language and Literacy Development  \nThe Role of the Arts in Early Language and Literacy Development  \nEditors  \nKathy Rushton  \nRobyn Ewing  \nBasel • Beijing • Wuhan • Barcelona • Belgrade • Novi Sad • Cluj • Manchester  \nEditors  \nKathy Rushton The University of Sydney Camperdown, NSW, Australia  \nRobyn Ewing The University of Sydney Camperdown, NSW, Australia  \nEditorial Office MDPI  \nSt. Alban-Anlage 66 4052 Basel, Switzerland  \nThis is a reprint of articles from the Special Issue published online in the open access journal Education Sciences (ISSN 2227-7102) (available at: [https://www.mdpi.com/journal/education/](https://www.mdpi.com/journal/education/)[ ](https://www.mdpi.com/journal/education/)[special](special issues/child education)[ ](special issues/child education)[issues/child](special issues/child education)[ ](special issues/child education)[education](special issues/child education)) .  \nFor citation purposes, cite each article independently as indicated on the article page online and as indicated below:  \nLastname, A.A.; Lastname, B.B. Article Title. Journal Name Year, Volume Number, Page Range.  \nISBN 978-3-0365-8806-3 (Hbk)  \nISBN 978-3-0365-8807-0 (PDF)  \n[doi.org/10.3390/books978-3-0365-8807-0](doi.org/10.3390/books978-3-0365-8807-0)  \n© 2023 by the authors. Articles in this book are Open Access and distributed under the Creative Commons Attribution (CC BY) license. The book as a whole is distributed by MDPI under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) license.  \nContents  \nAbout the Editors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii  \nNatasha Elizabeth Beaumont  \nPoetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young  \nAdditional Language Learners Reprinted from: Educ. Sci. 2022, 12, 905, doi:10.3390/educsci12120905 ................ 1  \nRachel Burke and Rebecca Soraya Field  \nArts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope Reprinted from: Educ. Sci. 2023, 13, 85, doi:10.3390/educsci13010085 ................ 13  \nBelinda Davis and Rosemary Dunn  \nChildren’s Meaning Making: Listening to Encounters with Complex Aesthetic Experience Reprinted from: Educ. Sci. 2023, 13, 74, doi:10.3390/educsci13010074 ................ 27  \nMelissa Derby  \nTalking Together: The Effects of Traditional Mori Pedagogy on Children’s Early Literacy Development  \nReprinted from: Educ. Sci. 2023, 13, 207, doi:10.3390/educsci13020207 . . . . . . . . . . . . . . . . 45  \nJanet Dutton and Kathy Rushton  \nRepresenting Identity: The Importance of Literature and the Translanguaging Space for EAL/DEarly Years Literacy Learning Reprinted from: Educ. Sci. 2023, 13, 569, doi:10.3390/educsci13060569 ................ 59  \nJacqueline D’warte and Christine Woodrow  \nEngaging Methods for Exploring ‘Funds of Identity’ in Early Childhood Contexts Reprinted from: Educ. Sci. 2022, 13, 4, doi:10.3390/educsci13010004 ................. 81  \nOlivia Karaolis  \nBeing with a Puppet: Literacy through Experiencing Puppetry and Drama with Young Children Reprinted from: Educ. Sci. 2023, 13, 291, doi:10.3390/educsci13030291 ................ 95  \nLisa Kervin and Jessica Mantei  \nPretend Play: Children in Control of a Shifting Narrative Reprinted from: Educ. Sci. 2022, 12, 925, doi:10.3390/educsci12120925 ................ 105  \nAmanda Niland  \nPicture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children  \nReprinted from: Educ. Sci. 2023, 13, 511, doi:10.3390/educsci13050511 . . . . . . . . . . . . . . . . 119  \nAbout the Editors  \nKathy Rushton  \nKathy is interested in the development of language and li","cbCaiaFikF1ggcky","https://ap.wps.com/l/cbCaiaFikF1ggcky","pdf",5604148,140,"English","# Contents\n## About the Editors\n## Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners\n## Arts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope\n## Children’s Meaning Making: Listening to Encounters with Complex Aesthetic Experience\n## Talking Together: The Effects of Traditional Mori Pedagogy on Children’s Early Literacy Development\n## Representing Identity: The Importance of Literature and the Translanguaging Space for EAL/DEarly Years Literacy Learning\n## Engaging Methods for Exploring ‘Funds of Identity’ in Early Childhood Contexts\n## Being with a Puppet: Literacy through Experiencing Puppetry and Drama with Young Children\n## Pretend Play: Children in Control of a Shifting Narrative\n## Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children","[{\"question\":\"What aspects of early literacy development does the volume examine through the arts?\",\"answer\":\"The volume examines early language and literacy development through oracy, poetry, rhythm and rhyme, embodiment, roleplay, puppetry and drama, and picture-book based approaches.\"},{\"question\":\"How do the articles connect oral language to literacy learning?\",\"answer\":\"Several contributions treat oracy as foundational for emergent literacy, showing how oral language supports writing development and how rhythmic and poetic practices reinforce sound recognition and language structures.\"},{\"question\":\"What types of learners and contexts are covered in the special issue reprint?\",\"answer\":\"The contents include work focused on young additional language learners, refugee-background learners, EAL/DEarly Years literacy learning contexts, and early childhood settings that explore identity, meaning making, and “funds of identity”.\"}]","The Role of the Arts in Early Language and Literacy Development | PDF",1789136652,49]