title: Historical perspectives on literacy in early childhood.
abstract: OBJECTIVE
  To more fully understand current trends in preliteracy research, as well as controversies that continue to surround best teaching practices, it is essential to have an understanding of the historical evolution of ideas and practices relevant to preparing young children for learning to read.
  
  
  METHODS
  Several interrelated historical movements relevant to placing current research and practices related to preliteracy development in context are reviewed. These ideas play out in the interrelated and changing ideas regarding the role of the family in children's literacy development, as well as in the appropriate curriculum for preschoolers. Both historical reviews and original documents pertinent to the various historical trends are used to provide the current synthesis.
  
  
  CONCLUSIONS
  The roots of most current practices during, and controversies regarding, the preliteracy period of development can be traced to a variety of different historical events, as well as to prominent philosophers and educators. Familiarity with these events, philosophers, and educators provides the perspective needed to effectively evaluate new information and approaches that come to the forefront, or that are currently being practiced by different groups or in different settings.
authors.affiliation: University of Texas, Dallas, USA. annevk@utdallas.edu
authors.forename: Anne
authors.initials: A
authors.lastname: van Kleeck
authors.forename: C Melanie
authors.initials: CM
authors.lastname: Schuele
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D004493:Education / Q000266:history*; D049668:History, 15th Century; D049671:History, 18th Century; D049672:History, 19th Century; D049673:History, 20th Century; D049674:History, 21st Century; D049690:History, Ancient; D006801:Humans; D010684:Philosophy / Q000266:history*; D011932:Reading