Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction.     

The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed.     

Preschoolers’ Emergent Literacy Skills: The Mediating Role of Maternal Reading Beliefs

Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological awareness while classroom quality, maternal literacy practices, gender, and ethnicity are controlled. Data were collected from a socioeconomically diverse population of 92 mothers and their preschool children from 2 demographically different counties in a Mid-Atlantic state. Correlations among all measures were moderate and positive, with higher levels of maternal education associated with higher scores on a maternal beliefs measure and higher child scores on a print knowledge and phonological awareness measure. Maternal reading beliefs mediated the effects of maternal education level on children's print knowledge and phonological awareness. This pathway remained in the presence of the 4 covariates for print knowledge only. Practice or Policy: These findings have important implications for practitioners as they work to involve parents in students’ literacy development by creating parent training programs that not only integrate but also highlight and even shape maternal reading beliefs.     

Mexican Mothers’ English Proficiency and Children's School Readiness: Mediation Through Home Literacy Involvement

Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.     

Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles

International Journal of Science and Mathematics Education - This study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school...     

Early Childhood Educators’ Self-Efficacy in Science,Math, and Literacy Instruction and Science Practice in the Classroom

Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.     

Beyond the Black–White Test Score Gap: Latinos’ Early School Experiences and Literacy Outcomes

Data from the Early Childhood Longitudinal Survey–Birth Cohort are used to analyze the factors that lead to the reading readiness of children who participate in nonparental care the year prior to kindergarten (N = 4,550), with a specific focus on Latino children (N = 800). Stepwise multiple linear regression analysis demonstrates that reading scores are significantly influenced by the type of care provided the year prior to kindergarten, the caregiver’s education and beliefs about kindergarten readiness, as well as access to books and a computer in the home. Furthermore, mother’s level of education and marital status are important predictors of reading aptitude.     

Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness

Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent to which children’s learning was associated with the quality of teachers’ behavior within these settings. Participants were 325 preschool teachers and 1,407 children from low-income backgrounds. Teacher–child interactions were measured in multiple cycles across 1 day of classroom observation within teacher-organized free choice and teacher-directed activity settings. The overall proportion of class time spent in free choice was positively related to children’s average gains in inhibitory control, whereas class time spent in teacher-directed activities predicted gains in language development and early literacy skills. And more effective teacher–child interactions within the free choice setting were significantly related to children’s average gains in language development and early literacy skills. Practice or Policy: Findings confirm that both free choice and teacher-directed settings in early education classrooms can be assets for children’s learning; however, the value of time in child-managed activities is partially dependent on teachers’ behavior with children.     

Getting Ready for School: An Examination of Early Childhood Educators’ Belief Systems

This study examines early childhood educators’ beliefs about what children need prior to before entering kindergarten. Focus group interviews were conducted with early childhood educators from three learning settings: public center-based programs, private center-based programs, and family child care centers. Qualitative methods were used to analyze the data. Across program types, educators said that three levels should be addressed to help prepare a child for school: child, home, and teacher. The child must be physically and emotionally ready to engage with others and participate in learning opportunities, acquire basic skills, such as letter recognition, and have reasoning skills that enable the child to problem-solve. At the home level, emotionally preparing the child for the transition and creating a home environment that promotes learning were reported as key to getting children for school. Teacher relationships with parents also emerged as important school readiness factor. Differences across program types are discussed.     

Capitalizing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human,Social, and Navigational Capital

Research Findings: Research indicates that early childhood education (ECE) serves various functions for societies and in turn families, including economic, educational, and social functions (Fukkink, 2008 Fukkink , R. ( 2008 ). A contextual analysis of social function, general stimulation, and child participation in educational facilities for young children in The Netherlands . Retrieved from the University of Amsterdam digital academic repository: http://dare.uva.nl/record/297883  [Google Scholar]; Vandenbroeck, 2006 Vandenbroeck , M. ( 2006 ). Globalisation and privatisation: The impact on childcare policy and practice (Working Paper No. 38) . Retrieved from the Bernard van Leer Foundation website: http://issuu.com/bernardvanleerfoundation/docs/globalisation_and_privatisation_the_impact_on_chil  [Google Scholar]). Using qualitative methods, we explored an aspect of the social function of ECE for low-income immigrant families. Specifically, in-depth interviews with 40 low-income immigrant mothers (19 Africans, 21 Latinas) were conducted to understand how low-income Latina and African immigrant mothers use their children's ECE programs to build human, social, and navigational capital. Latin American and African mothers both developed capital through interactions with their children's ECE programs. However, Latina mothers tended to rely on ECE more for building all 3 types of capital. Practice or Policy: The findings from this study highlight the significant role that ECE providers play in the lives of families, and particularly immigrant families, that goes beyond basic economic and educational supports. These findings point to the importance of training ECE educators and staff in fostering connections among and between families in their programs; educating parents, as many parents rely on their ECE programs for parenting advice and support; and working with local community agencies and resources to benefit children and families.     

Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed.     

Culture,Literacy, and Power In Family–Community–School–Relationships

For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities.     

Impacts of Teacher–Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers’ Social Interaction

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher–child managed whole-group language and literacy instruction on prekindergarten children’s social interaction with classmates. Teacher–child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers’ implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children’s social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher–child managed whole-group instruction could facilitate stronger social connections among preschool children.     

The Home Environment and Asian Immigrant Children’s Early Literacy Skills

Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities.     

The Non-Tested Years: Policy’s Impact on Early Childhood Curriculum

Early childhood and elementary education emerged from a variety of knowledge and research bases. Tensions emerged as they were brought together in a unified public kindergarten through 12th-grade educational system. This review describes how standards and accountability policies have exacerbated tensions between early childhood and elementary curriculum and instructional approaches and impacted the voice and role of early childhood educators. We argue that this is a critical time for understanding and addressing these issues.     

Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

Research in Science Education - This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social...     

Teachers’ Literal and Inferential Talk in Early Childhood and Special Education Classrooms

Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments.     

A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math

This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed.     

Extracurricular Activities and Chinese Children’s School Readiness: Who Benefits More?

Organized extracurricular activities (EAs) are prevalent among Chinese preschoolers, yet their role in children’s development is poorly understood. This study investigated the relations between EA participation and Chinese preschoolers’ school readiness (N = 343; M_age = 55.14 months) among a predominantly middle-class sample. EA breadth had positive linear relations with children’s early math and social skills, while attendance intensity demonstrated nonlinear associations, partially supporting the overscheduling hypothesis. EA breadth had stronger associations with early reading and math skills among lower socioeconomic status children, as well as greater benefits for math skills in children with less exposure to home learning activities, indicating a compensatory role of EAs. The findings highlight the interplay between EA and family contexts in relation to child development.