共查询到20条相似文献，搜索用时 62 毫秒
1.
Starting small: Building preschool teacher knowledge that supports early literacy development 总被引：1，自引：0，他引：1
A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing
development at the elementary school level. However, even though increasing recognition is given to the pivotal role that
preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the
knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine
a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers
lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating
a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs
and developing more robust measures of preschool teacher knowledge are proposed. 相似文献
2.
3.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
4.
Jacqueline Lynch 《Early Years: An International Journal of Research and Development》2009,29(2):191-203
Beliefs have often been considered important because of their relation to practice. Little is known about the literacy beliefs of preschool teachers, particularly their print literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print literacy beliefs of preschool teachers in a large multicultural area of central Canada. Interviews were conducted with eight preschool teachers based on a previous study in Australia. There were five themes that emerged from this research: uncertainty and variation in beliefs about how and when children learn to read and to write; isolation from other preschools and limited access to professional literacy knowledge; the importance of parent involvement in children's literacy development and the need to inform; increased literacy knowledge required; and variation in practices for fostering print literacy development. This study has important implications for preschool teaching as well as for educators of preschool teachers. 相似文献
5.
We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning
of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the
cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe
practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s
learning. Finally, the role of journals in assessment is discussed. 相似文献
6.
7.
Roger D. Phillips Rebecca L. Gorton Patricia Pinciotti Anuradha Sachdev 《Early Childhood Education Journal》2010,38(2):111-122
An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum—Art as a Way of Learning—was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent
literacy and school readiness of at-risk young children in community-based preschool settings. A quasi-experimental pre-post
treatment-only design was used to explore this program’s potential effects in a real-world setting. Preliminary results revealed
improvements in young children’s emergent literacy on a number of targeted and standardized measures after participation in
the program. This arts-integrated approach to the teaching of and learning in young children shows considerable promise and
warrants a rigorous test of its effects. 相似文献
8.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引：1，自引：0，他引：1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
9.
Nicholas Vernadakis Andreas Avgerinos Efi Tsitskari Evridiki Zachopoulou 《Early Childhood Education Journal》2005,33(2):99-104
Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues
employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level.
Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive,
emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard
but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the
proper use of appropriate programmes could make a considerable difference. 相似文献
10.
The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment. 相似文献
11.
Mugyeong Moon 《Asia Pacific Education Review》2001,2(1):22-31
The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are
teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived
by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the
teachers define children’s peer relation problems as part of developmental processes and individual differences. The teachers
judge peer relation problems in terms of children’s emotional well-being, intentions, and social skills, and perceive children’s
control of others as the most serious peer relation problem in the classroom. It is posited that the teachers’ perspectives
rely on the emotional and motivational bases of children’s relationships with peers. The related issues are discussed and
implications for teaching practices are provided. 相似文献
12.
《Early childhood research quarterly》1998,13(2):241-261
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade. 相似文献
13.
14.
In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher
effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher
efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its
potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance
of their students.
Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education
and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary
education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University
of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation
of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary
classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and
program development, classroom learning theory and children’s literature. 相似文献
15.
This work describes a questionnaire survey conducted in a county in central Portugal. The intention was to ascertain preschool teachers’ opinions about early literacy development and its place in preschool education, and to investigate the skills and knowledge seen by teachers as important for early reading and writing development. The results show that, overall, teachers regard preschool education as important for future literacy acquisition, but the majority do not think that early literacy activities should always be part of the preschool curriculum. Concerning the skills that they perceive as important in terms of literacy development, greater emphasis was attributed to verbal, perceptual (auditory and visual) and fine motor skills. Letter/sound knowledge and phonological awareness were considered the least important. Various inferences are drawn, and recommendations for future policy decisions are offered. 相似文献
16.
Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. 相似文献
17.
Jaime Smith 《Early Childhood Education Journal》2009,37(2):147-151
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to
have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article
will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age
students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies,
anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will
have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood
educators on how to implement these blended management techniques. 相似文献
18.
This paper presents the qualitative results of a study of students’ reading of multimodal texts in an interactive, online
environment. The study forms part of a larger project which addressed image–language interaction as an important dimension
of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year 6 students representing
a sample of high, medium and low performers on an Australian state-wide school literacy test were surveyed about their internet
usage and interviewed using a structured protocol while working online through a selection of materials from an educational
website. Findings from the earlier stages of the project indicated that different types of image-text relations vary in the
degree of difficulty they pose for students’ reading comprehension. This phase of the project extended the analysis of image-text
relations to online, interactive texts. Student performance on online reading tasks and interview data are used to illustrate
some of the complexities students encounter when reading online, and how this may vary with factors such as their day-to-day
literacy experiences and levels of engagement. The results have implications for literacy pedagogy and assessing the reading
of web-based texts. 相似文献
19.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献
20.
Leif Marklund Elza Dunkels 《Early Years: An International Journal of Research and Development》2016,36(3):289-304
AbstractThis paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape. 相似文献