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Best practices in early literacy instruction
\"Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action\"--Provided by publisher.
Book
Ready, Set, Write
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writing standards across 42 states, the District of Columbia, and Head Start (publication dates ranged from 2004 to 2018). We coded standards for the domains of writing skills addressed (transcription, composition, and/or writing concepts) in two stages, human coding and computer-assisted coding, and we coded some standards as addressing multiple domains. Results indicated that more than half (53.7%) of early writing standards addressed transcription. Composition was addressed in 38.4% of the standards and writing concepts in 26.6%. Within the transcription category, 95.4% of the standards addressed handwriting, and only 12.3% addressed spelling. More standards addressed handwriting specifically than all composition skills combined. The early learning standards across states varied considerably in how well they aligned with the Common Core for the early elementary grades (K-2). Early childhood standards rarely asked young children to create their own texts, whereas the Common Core includes expectations for composing in multiple genres. Early learning standards provided little guidance for comprehensive writing instruction that integrates writing skills across domains, and indicated potential misalignment in how writing is conceptualized and taught in preschool and elementary contexts.
Journal Article
Pivotal research in early literacy : foundational studies and current practices
\"This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies, critically assesses their long-term impact on practice and policy, and offers takeaways for the classroom. Leading authorities--including several authors of the original pivotal studies--cover 12 essential aspects of language development, literacy development, and home and community literacy experiences in PreK-2\"-- Provided by publisher.
Book
Many Pathways to Literacy
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences.
The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.
This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.
eBook
Supporting Biliteracy in the English Language Arts through Family Partnerships: Cases of Early Childhood Teachers and Their Arabic- and Russian-Speaking Students
Although research illustrates the benefits of biliteracy, most bilingual students will not have access to a bilingual education program in which they receive official instruction in all their languages. However, the English language arts can become a space where any teacher can support students’ biliteracy through purposeful curricular, instructional, and family engagement choices. This case study of two early childhood educators illustrates specific actions teachers took in their language arts instruction to support home language literacy development, along with English, even with languages they did not speak. Specifically, results illustrate that three key general ideas allowed them to support students’ biliteracy: gathering information about the students and their languages, incorporating the home languages into their classroom, and most notably, developing strong family partnerships for caregivers to play an active role in home language literacy instruction. In this article, we share their specific actions that other ELA educators can take and the response from two students from low-incidence languages: an Arabic-heritage speaker and a newcomer Russian speaker from Ukraine. This study illustrates humanizing, rather than standardizing, language arts instruction that disrupts monolingual norms in order to provide bilingual students (from emergent bilinguals to heritage speakers) a more equitable education.
Journal Article
Early childhood development educators’ perceptions of learners’ readiness for Grade R
BackgroundEarly childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child’s development that early childhood development (ECD) educators deem essential for Grade R readiness.AimThis article aims to explore ECD educators’ perceptions of typical 4-year-old learners’ aspects of development and how this supports their readiness for Grade R.SettingThis study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand.MethodsAn interpretive qualitative case study methodological design framed within Bronfenbrenner’s person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners’ physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically.ResultsFindings revealed that early childhood educators perceive 4-year-old learners’ readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator’s experience in the field and training.ConclusionThis study concluded that the learner’s level of physical, language, cognitive, emotional and social development influences their readiness for Grade R.ContributionSchool readiness skills allow school teachers to expand and further develop learners’ skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.
Journal Article
Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children's social-emotional skills. Using a nationally representati data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learnin better attentional focus, and lower externalizing behaviors. The results sugg that advanced academic content can be taught without compromising children's social-emotional skills.
Journal Article
What knowledge do early childhood teachers use during literacy instruction? Using stimulated recall to investigate an unexplored phenomenon
This study utilized a novel phenomenological approach with a stimulated recall procedure to understand the pedagogical reasoning of eight early child teachers during the enactment of literacy instruction in whole-group meeting and language arts activities. This approach to investigating knowledge—in contrast to more traditional conceptualizations of knowledge—focused on knowledge use as a process and prioritized teachers’ perspectives on knowledge used to enact literacy instruction in their own classrooms. Additionally, it allowed for a more nuanced investigation of the role of setting and teacher characteristics that are often examined in association with literacy instruction (e.g., degree attainment, years of experience, curriculum, instructional activity). Six types of knowledge were used by teachers in their pedagogical reasoning. In order of frequency of use these were knowledge of: goals for instruction, children, feelings, school environment, developing skills, and past experiences. Importantly, teachers made more references to knowledge derived from their immediate contexts as compared to decontextualized knowledge. Implications for understanding connections between knowledge and literacy instruction are discussed.
Journal Article
When Saint-Saëns’ Elephant Becomes a Child’s Raindrops: Korean Young Children’s Appreciation of Music through Drawings
The aim of this study was to investigate the understanding and reactions of Korean young children to music through analysis of their drawings and the accompanying explanations they present while listening to a musical piece ‘The Elephant’ from ‘The Carnival of the Animals’ by Saint-Saëns. Drawings and explanations from 36 six-year-olds were analyzed, revealing three distinct categories: a) expression of emotions evoked by the music, b) representation of music focusing on musical elements such as tempo, dynamics, rhythm, and timbre, and c) depiction of musical changes through storytelling. These findings underscore young children’s capacity for diverse musical interpretations and responses, independent of prior knowledge, prompting reflection among early childhood educators on the purpose and delivery of music education for young children.
Journal Article
Improving Early Literacy Outcomes
Through probing analyses of research, policy, and practice, the book argues that improving the teaching, learning, and assessment of early grade literacy is key not only to expanding quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.
eBook