{"id":160,"date":"2023-11-13T16:09:22","date_gmt":"2023-11-13T16:09:22","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/language-and-literacy-introduction\/"},"modified":"2025-06-22T19:07:49","modified_gmt":"2025-06-22T19:07:49","slug":"language-and-literacy-introduction","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/language-and-literacy-introduction\/","title":{"raw":"6.1: Language and Literacy Introduction","rendered":"6.1: Language and Literacy Introduction"},"content":{"raw":"<div class=\":-language-and-literacy-introduction\" style=\"text-align: center\">\r\n<p class=\"lt-socialsci-39280\">Language is one of the most crucial tools that children acquire, one that is essential for cognitive development, reading achievement, and overall school performance, as well as for social relations. It allows people to share a society\u2019s achievements and history, and deepest emotions. Language includes conventional sounds, gestures, and visual symbols, such as writing, that are used separately and jointly for purposes of communication.<\/p>\r\n<p class=\"lt-socialsci-39280\">The human brain is \u201chard-wired\u201d to learn language, a process quite similar in all children. Children vary significantly in when they reach developmental milestones, such as saying their first words, combining words into sentences, and using complex sentence structures to express meaning. Although language and literacy development begins at birth, with nonverbal cues like eye gaze and gestures, by the time they enter preschool, children are typically ready to communicate using symbols such as words, signs, and pictures.<\/p>\r\n<p class=\"lt-socialsci-39280\">Children\u2019s early language and literacy environments often vary, with the amount and kind of experiences differing across caregivers. Some children experience more conversations and book reading than other children, and more than one language. Some children see print primarily in the environment (e.g., street signs, store coupons, labels on containers). Other children engage with print in many contexts, including books read to them regularly.<\/p>\r\n\r\n<figure>[caption id=\"\" align=\"aligncenter\" width=\"305\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27968\/clipboard_ea11fa12778c0a5a3a9dc19de34a95b05.png?revision=1\" alt=\"clipboard_ea11fa12778c0a5a3a9dc19de34a95b05.png\" width=\"305\" height=\"219\" \/> Figure 6.1: These children are engaged with these books. Their prior experience with books and being read to helps them understand how books are used.[1][\/caption]<\/figure>\r\n<p class=\"lt-socialsci-39280\">Some children have opportunities to scribble, draw, and write with crayons and markers long before they come to preschool, while others have few of these emergent writing opportunities. Teachers should encourage all preschoolers to join in activities that will expand their language and literacy skills. Each child\u2019s family should be invited to participate in this exciting process.<\/p>\r\n\r\n<div class=\"textbox textbox--exercises\" style=\"text-align: left\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Parts of the Oral and Sign Language System[2]<\/p>\r\n\r\n<\/header>&nbsp;\r\n\r\nThe following components constitute oral language:\r\n<ul>\r\n \t<li style=\"text-align: left\">Phonology\u2014the sound system of language, such as noticing that hat, cat, and mat differ by only a single initial sound<\/li>\r\n \t<li class=\"lt-socialsci-39280\">Semantics\u2014the meaning conveyed by words, phrases, and sentences<\/li>\r\n \t<li class=\"lt-socialsci-39280\">Syntax or grammar\u2014the rules that govern how sentences are put together<\/li>\r\n \t<li class=\"lt-socialsci-39280\">Morphology\u2014the units of meaning within a language, also called morphemes, such as \"--<i>ed\" <\/i>for past tense (e.g., walked) and s for plural (e.g., dogs)<\/li>\r\n \t<li class=\"lt-socialsci-39280\">Vocabulary\u2014the words in a given language<\/li>\r\n \t<li class=\"lt-socialsci-39280\">Pragmatics\u2014the rules of language used in social contexts (e.g., one would talk differently to the president than to one\u2019s mother). Pragmatics includes gathering information, requesting, and communicating. Good conversations depend on staying on the topic and turn-taking<\/li>\r\n<\/ul>\r\n<p class=\"lt-socialsci-39280\">These components are used in the auditory (i.e., listening, speaking) and visual (i.e., sign, reading, writing) modalities. Language allows children to express their feelings and needs, acknowledge the feelings and needs of others, and talk about emotions.<\/p>\r\n\r\n[caption id=\"attachment_1142\" align=\"aligncenter\" width=\"451\"]<img class=\"wp-image-1142\" src=\"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-300x201.png\" alt=\"\" width=\"451\" height=\"302\" \/> Figure 6.3: Language allows you to express yourself, understand others, and work together. [3][\/caption]\r\n<p class=\"lt-socialsci-39280\">Preschool is also an exciting time for written language development and for promoting interest in reading. If the social and physical environments in preschool and the home support the development of reading and written language, children will want to hear stories from books and to use books to find out more about things of interest. They will also be inclined to create marks that approximate letters and to learn how to write their names. They will enjoy playing with the sounds of language as well. All of these experiences are foundations for the conventional reading and writing that come later.[4]<\/p>\r\n\r\n<\/div>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Research Highlight<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<p class=\"lt-socialsci-39280\">The principles and curricular suggestions offered in this chapter are based on 40 years of scientific research on language acquisition and literacy development. Here are just a few of the amazing discoveries that form the background of this chapter. The following findings come from this vast body of research:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39280\" style=\"text-align: left\">Even in infancy, children are active learners who use data from the language they hear to grasp patterns. Children learning language behave as young mathematicians who respond to patterns and calculate, for instance, that in English, \"-ed\" generally comes at the end of verbs to indicate the past tense (e.g., he walked or it dropped).<\/li>\r\n \t<li class=\"lt-socialsci-39280\" style=\"text-align: left\">When young children hear language around them, they are accumulating the data they need to use their skills and to grasp the features of their native language. In addition, the very practice of reading with children (e.g., starting at the front of a book and moving page by page to the end) teaches the patterns of book structure and handling and the general ways that print works (e.g., English is read from the left to right and top to bottom on a page). When book reading is accompanied by explicit comments (e.g., \u201cThis is the title of the book: \"Whistle for Willie\u201d) and actions (e.g., underlining the title as it is read), children learn even more about the features of books and how print works.<\/li>\r\n \t<li class=\"lt-socialsci-39280\" style=\"text-align: left\">Children\u2019s storytelling skills and vocabulary development are supported through shared reading experiences. Stories have a predictable structure: setting, characters, a problem, and its resolution. As children hear stories, they learn this basic structure and begin to use this knowledge to shape the stories they create. Children also learn the meaning of new words from listening to multiple readings of good stories, \u201cfriendly explanations of words\u201d (explanations with wording and examples within the preschool child\u2019s grasp rather than a more formal definition from a dictionary) offered by teachers and parents as they read stories to children, and from engagement with adults in discussions during story reading.[5]<\/li>\r\n<\/ul>\r\n<p class=\"lt-socialsci-39280\">Sources:<\/p>\r\n<p class=\"lt-socialsci-39280\">P. W. Jusczyk, The Discovery of Spoken Language (Cambridge, MA: Massachusetts Institute of Technology Press, 1997).<\/p>\r\n<p class=\"lt-socialsci-39280\">G. F. Marcus and others, \u201cOverregularization in Language Acquisition,\u201d\u00a0<i>Monographs of the Society for Research in Child Development<\/i>\u00a057, no. 4 (1992), Serial No. 228.<\/p>\r\n<p class=\"lt-socialsci-39280\">L. M. Justice and H. K. Ezell, \u201cPrint Referencing: An Emergent Literacy Enhancement Strategy and Its Clinical Applications,\u201d\u00a0<i>Language, Speech, and Hearing Services in Schools<\/i>\u00a035, no. 2 (2004): 185\u201393.<\/p>\r\n<p class=\"lt-socialsci-39280\">N. L. Stein, \u201cThe Development of Children\u2019s Storytelling Skill,\u201d in\u00a0<i>Child Language: A Reader<\/i>, ed. M. Franklin and S. S. Barten (New York: Oxford University Press, 1988), 282\u201395.<\/p>\r\n<p class=\"lt-socialsci-39280\">W. B. Elley, \u201cVocabulary Acquisition From Listening to Stories,\u201d\u00a0<i>Reading Research Quarterly<\/i>\u00a024 (1989): 174\u201387.<\/p>\r\n<p class=\"lt-socialsci-39280\">I. L. Beck, M. G. McKeown, and L. Kucan,\u00a0<i>Bringing Words to Life: Robust Vocabulary Instruction<\/i>\u00a0(New York: Guilford Press, 2002).<\/p>\r\n<p class=\"lt-socialsci-39280\">S. Q. Cabell and others, \u201cStrategic and Intentional Shared Storybook Reading,\u201d in\u00a0<i>Achieving Excellence in Preschool Literacy Instruction<\/i>, ed. L. M. Justice and C. Vukelich (New York: Guilford Press, 2008), 198\u2013220.<\/p>\r\n<p class=\"lt-socialsci-39280\">G. W. Whitehurst and others, \u201cAccelerating Language Development Through Picture Book Reading,\u201d\u00a0<i>Developmental Psychology<\/i>\u00a024, no. 4 (1988): 552\u201359.<\/p>\r\n<p class=\"lt-socialsci-39280\"><i>National Center for Caregiver Literacy<\/i>,\u00a0<i>Developing Early Literacy: Report of the National Early Literacy Panel<\/i> (Jessup, MD: National Institute for Literacy, 2008).<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"lt-socialsci-39280\">[1]\u00a0Image from\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39280\">[2]\u00a0Image from the\u00a0Preschool English Learners, 2<sup>nd<\/sup>\u00a0Edition\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39280\">[3]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39280\">[4]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39280\">[5]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n\r\n<\/div>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a06.1: Language and Literacy Introduction\u00a0is shared under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/\" target=\"_blank\" rel=\"nofollow noopener\">CC BY\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer><\/div>","rendered":"<div class=\":-language-and-literacy-introduction\" style=\"text-align: center\">\n<p class=\"lt-socialsci-39280\">Language is one of the most crucial tools that children acquire, one that is essential for cognitive development, reading achievement, and overall school performance, as well as for social relations. It allows people to share a society\u2019s achievements and history, and deepest emotions. Language includes conventional sounds, gestures, and visual symbols, such as writing, that are used separately and jointly for purposes of communication.<\/p>\n<p class=\"lt-socialsci-39280\">The human brain is \u201chard-wired\u201d to learn language, a process quite similar in all children. Children vary significantly in when they reach developmental milestones, such as saying their first words, combining words into sentences, and using complex sentence structures to express meaning. Although language and literacy development begins at birth, with nonverbal cues like eye gaze and gestures, by the time they enter preschool, children are typically ready to communicate using symbols such as words, signs, and pictures.<\/p>\n<p class=\"lt-socialsci-39280\">Children\u2019s early language and literacy environments often vary, with the amount and kind of experiences differing across caregivers. Some children experience more conversations and book reading than other children, and more than one language. Some children see print primarily in the environment (e.g., street signs, store coupons, labels on containers). Other children engage with print in many contexts, including books read to them regularly.<\/p>\n<figure>\n<figure style=\"width: 305px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27968\/clipboard_ea11fa12778c0a5a3a9dc19de34a95b05.png?revision=1\" alt=\"clipboard_ea11fa12778c0a5a3a9dc19de34a95b05.png\" width=\"305\" height=\"219\" \/><figcaption class=\"wp-caption-text\">Figure 6.1: These children are engaged with these books. Their prior experience with books and being read to helps them understand how books are used.[1]<\/figcaption><\/figure>\n<\/figure>\n<p class=\"lt-socialsci-39280\">Some children have opportunities to scribble, draw, and write with crayons and markers long before they come to preschool, while others have few of these emergent writing opportunities. Teachers should encourage all preschoolers to join in activities that will expand their language and literacy skills. Each child\u2019s family should be invited to participate in this exciting process.<\/p>\n<div class=\"textbox textbox--exercises\" style=\"text-align: left\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Parts of the Oral and Sign Language System[2]<\/p>\n<\/header>\n<p>&nbsp;<\/p>\n<p>The following components constitute oral language:<\/p>\n<ul>\n<li style=\"text-align: left\">Phonology\u2014the sound system of language, such as noticing that hat, cat, and mat differ by only a single initial sound<\/li>\n<li class=\"lt-socialsci-39280\">Semantics\u2014the meaning conveyed by words, phrases, and sentences<\/li>\n<li class=\"lt-socialsci-39280\">Syntax or grammar\u2014the rules that govern how sentences are put together<\/li>\n<li class=\"lt-socialsci-39280\">Morphology\u2014the units of meaning within a language, also called morphemes, such as &#8220;&#8211;<i>ed&#8221; <\/i>for past tense (e.g., walked) and s for plural (e.g., dogs)<\/li>\n<li class=\"lt-socialsci-39280\">Vocabulary\u2014the words in a given language<\/li>\n<li class=\"lt-socialsci-39280\">Pragmatics\u2014the rules of language used in social contexts (e.g., one would talk differently to the president than to one\u2019s mother). Pragmatics includes gathering information, requesting, and communicating. Good conversations depend on staying on the topic and turn-taking<\/li>\n<\/ul>\n<p class=\"lt-socialsci-39280\">These components are used in the auditory (i.e., listening, speaking) and visual (i.e., sign, reading, writing) modalities. Language allows children to express their feelings and needs, acknowledge the feelings and needs of others, and talk about emotions.<\/p>\n<figure id=\"attachment_1142\" aria-describedby=\"caption-attachment-1142\" style=\"width: 451px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1142\" src=\"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-300x201.png\" alt=\"\" width=\"451\" height=\"302\" srcset=\"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-300x201.png 300w, https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-65x44.png 65w, https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-225x151.png 225w, https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023-350x235.png 350w, https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/clipboard_e0b1a319ae790cf7e3011d5d9631ee023.png 514w\" sizes=\"auto, (max-width: 451px) 100vw, 451px\" \/><figcaption id=\"caption-attachment-1142\" class=\"wp-caption-text\">Figure 6.3: Language allows you to express yourself, understand others, and work together. [3]<\/figcaption><\/figure>\n<p class=\"lt-socialsci-39280\">Preschool is also an exciting time for written language development and for promoting interest in reading. If the social and physical environments in preschool and the home support the development of reading and written language, children will want to hear stories from books and to use books to find out more about things of interest. They will also be inclined to create marks that approximate letters and to learn how to write their names. They will enjoy playing with the sounds of language as well. All of these experiences are foundations for the conventional reading and writing that come later.[4]<\/p>\n<\/div>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Research Highlight<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<p class=\"lt-socialsci-39280\">The principles and curricular suggestions offered in this chapter are based on 40 years of scientific research on language acquisition and literacy development. Here are just a few of the amazing discoveries that form the background of this chapter. The following findings come from this vast body of research:<\/p>\n<ul>\n<li class=\"lt-socialsci-39280\" style=\"text-align: left\">Even in infancy, children are active learners who use data from the language they hear to grasp patterns. Children learning language behave as young mathematicians who respond to patterns and calculate, for instance, that in English, &#8220;-ed&#8221; generally comes at the end of verbs to indicate the past tense (e.g., he walked or it dropped).<\/li>\n<li class=\"lt-socialsci-39280\" style=\"text-align: left\">When young children hear language around them, they are accumulating the data they need to use their skills and to grasp the features of their native language. In addition, the very practice of reading with children (e.g., starting at the front of a book and moving page by page to the end) teaches the patterns of book structure and handling and the general ways that print works (e.g., English is read from the left to right and top to bottom on a page). When book reading is accompanied by explicit comments (e.g., \u201cThis is the title of the book: &#8220;Whistle for Willie\u201d) and actions (e.g., underlining the title as it is read), children learn even more about the features of books and how print works.<\/li>\n<li class=\"lt-socialsci-39280\" style=\"text-align: left\">Children\u2019s storytelling skills and vocabulary development are supported through shared reading experiences. Stories have a predictable structure: setting, characters, a problem, and its resolution. As children hear stories, they learn this basic structure and begin to use this knowledge to shape the stories they create. Children also learn the meaning of new words from listening to multiple readings of good stories, \u201cfriendly explanations of words\u201d (explanations with wording and examples within the preschool child\u2019s grasp rather than a more formal definition from a dictionary) offered by teachers and parents as they read stories to children, and from engagement with adults in discussions during story reading.[5]<\/li>\n<\/ul>\n<p class=\"lt-socialsci-39280\">Sources:<\/p>\n<p class=\"lt-socialsci-39280\">P. W. Jusczyk, The Discovery of Spoken Language (Cambridge, MA: Massachusetts Institute of Technology Press, 1997).<\/p>\n<p class=\"lt-socialsci-39280\">G. F. Marcus and others, \u201cOverregularization in Language Acquisition,\u201d\u00a0<i>Monographs of the Society for Research in Child Development<\/i>\u00a057, no. 4 (1992), Serial No. 228.<\/p>\n<p class=\"lt-socialsci-39280\">L. M. Justice and H. K. Ezell, \u201cPrint Referencing: An Emergent Literacy Enhancement Strategy and Its Clinical Applications,\u201d\u00a0<i>Language, Speech, and Hearing Services in Schools<\/i>\u00a035, no. 2 (2004): 185\u201393.<\/p>\n<p class=\"lt-socialsci-39280\">N. L. Stein, \u201cThe Development of Children\u2019s Storytelling Skill,\u201d in\u00a0<i>Child Language: A Reader<\/i>, ed. M. Franklin and S. S. Barten (New York: Oxford University Press, 1988), 282\u201395.<\/p>\n<p class=\"lt-socialsci-39280\">W. B. Elley, \u201cVocabulary Acquisition From Listening to Stories,\u201d\u00a0<i>Reading Research Quarterly<\/i>\u00a024 (1989): 174\u201387.<\/p>\n<p class=\"lt-socialsci-39280\">I. L. Beck, M. G. McKeown, and L. Kucan,\u00a0<i>Bringing Words to Life: Robust Vocabulary Instruction<\/i>\u00a0(New York: Guilford Press, 2002).<\/p>\n<p class=\"lt-socialsci-39280\">S. Q. Cabell and others, \u201cStrategic and Intentional Shared Storybook Reading,\u201d in\u00a0<i>Achieving Excellence in Preschool Literacy Instruction<\/i>, ed. L. M. Justice and C. Vukelich (New York: Guilford Press, 2008), 198\u2013220.<\/p>\n<p class=\"lt-socialsci-39280\">G. W. Whitehurst and others, \u201cAccelerating Language Development Through Picture Book Reading,\u201d\u00a0<i>Developmental Psychology<\/i>\u00a024, no. 4 (1988): 552\u201359.<\/p>\n<p class=\"lt-socialsci-39280\"><i>National Center for Caregiver Literacy<\/i>,\u00a0<i>Developing Early Literacy: Report of the National Early Literacy Panel<\/i> (Jessup, MD: National Institute for Literacy, 2008).<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span><\/p>\n<\/div>\n<\/div>\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"lt-socialsci-39280\">[1]\u00a0Image from\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39280\">[2]\u00a0Image from the\u00a0Preschool English Learners, 2<sup>nd<\/sup>\u00a0Edition\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39280\">[3]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39280\">[4]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39280\">[5]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<\/div>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a06.1: Language and Literacy Introduction\u00a0is shared under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/\" target=\"_blank\" rel=\"nofollow noopener\">CC BY\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n<\/div>\n","protected":false},"author":83,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-160","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":338,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/160","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/83"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=160"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/160\/revisions"}],"predecessor-version":[{"id":1481,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/160\/revisions\/1481"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/338"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/160\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=160"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=160"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=160"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=160"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}