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Abstract

This essay holds that to forgo opportunities for children's pretend play and conversation around storytelling in school is to distort the very nature of language development and literacy.

Author Biography

Gillian Dowley McNamee is professor of child development and director of teacher education at Erikson Institute, a graduate school in child development in Chicago. Dr. McNamee's expertise is with teachers in preschools and primary classrooms; and, with schools in the U. S., Europe, and Russia, implementing after-school programs with school-aged children using telecommunications. She is coauthor of Early Literacy (1990, Harvard University Press), and Bridging: Assessment for Teaching and Learning in Early Childhood Classrooms (2007, Corwin Press).

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