Pioneers of Early Childhood Education: A Bio-Bibliographical Guide

By Barbara Ruth Peltzman | Go to book overview
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Leland B. Jacobs (1907-1992)
Children are our future, Jacobs stated, in the 1986 keynote address at the Association for Childhood Education International's Annual Conference, and deserve "a genuine cultural investment" by educators to ensure that their rights "to be playful, to wonder, and to construct and . . . reconstruct knowledge" are protected. Jacobs contributed more than forty story and poetry books for children; taught training programs for teachers in literature, language arts, and early childhood curriculum at Ohio State University and Teachers College, Columbia University; and held a lifetime membership in the Association for Childhood Education International. He was the author of numerous journal articles and books, including a longrunning column in Teaching Pre K-8 and Using Literature with Young Children; an international lecturer and consultant; and a founding member of the International Reading Association, the National Conference on Research in English, the National Council of Teachers of English, and the Association for Childhood Education International. Jacobs worked with the New Jersey Reading Association; was elected to the Reading Hall of Fame; received the Distinguished Teacher Award from Mills College of Education; and was commited to the development of young minds through literature and stories. Jacobs believed that educators must support the "lonely real teachers" in their efforts on the behalf of young children.
256. Herrick Vergil E. and Jacobs, Leland B., eds. Children and the Language Arts. New Jersey: Prentice-Hall, 1955. A text containing chapters on the language arts written by nineteen authorities in the field. Each contributor discusses his or her area of expertise. Jacobs writes on "Children's Experiences in Literature", which describes methods and materials that provide good experiences with literature for children in all grades.
257. Using Literature with Young Children. New York: Teachers College Press, 1965. Presents twelve strategies for teaching literature to young children.
258. "Science Fiction for Children". Instructor Magazine 79, no. 5 ( November 1970): 71-72. Describes methods for teaching science fiction books and suggests several books to use.
259. "Humanism in Teaching Reading". Phi Delta Kappan, 52, no. 8 ( March 1971): 464-467. States that the reading program should emphasize the affective development of children, not just the development of skills. Describes the emotional and affective elements in reading instruction.


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