Becoming literate in the city: the Baltimore early childhood project. Edited by Robert Serpell, Linda Baker and Susan Sonnenschein. Cambridge University Press, Cambridge, 2005. pp. 320. Price: £17.99, $29.99. ISBN 0521772028 (hbk); 0521776775 (pbk)

Rachel Schiff

doi:10.1002/icd.562

Abstract

Infant and Child DevelopmentVolume 17, Issue 5 p. 549-552 Book ReviewFree Access Becoming literate in the city: the Baltimore early childhood project. Edited by Robert Serpell, Linda Baker and Susan Sonnenschein. Cambridge University Press, Cambridge, 2005. pp. 320. Price: £17.99, $29.99. ISBN 0521772028 (hbk); 0521776775 (pbk) Rachel Schiff, Rachel Schiff Bar-Ilan University, IsraelSearch for more papers by this author Rachel Schiff, Rachel Schiff Bar-Ilan University, IsraelSearch for more papers by this author First published: 26 September 2008 https://doi.org/10.1002/icd.562AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES Brofenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Brofenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development: Vol. 6. Six theories of child development: Revised formulations and current issues (pp. 187– 251). Greenwich, CT: JAI Press. Gallimore, R., Weisner, T. S., Kaufman, S. Z., & Berheimer, L. P. (1989). The social construction of ecocultural niches: Family accommodation of developmentally delayed children. American Journal on Mental Retardation, 94, 216– 230. Goodnow, J., & Collins, A. W. (1990). Development according to parents: The nature, sources and consequences of parents' ideas. Hillsdale, NJ: Erlbaum. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press. Lave, J., & Wegner, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Miller, S. A. (1988). Parents' beliefs about children's cognitive development. Child Development, 59, 259– 285. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press. Serpell, R. (1993a). The significance of schooling: Life-journeys in an African society. Cambridge, UK: Cambridge University Press. Serpell, R. (1993b). Interaction of context with development: Theoretical constructs for the design of early childhood intervention programs. In L. Eldering & P. Leseman (Eds), Early intervention and culture (pp. 23– 43). Paris: UNESCO Publishing. I. E. Sigel (Ed.). (1985). Parental beliefs systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Street, B. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press. Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds), Handbook of reading research (Vol. 2, pp. 727– 758). New York: Longman. Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545– 569. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; London, England: Springer. Volume17, Issue5September 2008Pages 549-552 ReferencesRelatedInformation

Full Text