Facilitating Preschoolers’ Emergent Literacy Development Through a Digital Library

Chen, Jennifer J.; Adams, Charlene Brotherson

doi:10.1080/00094056.2022.2020553

Cited by 2 publications

(1 citation statement)

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“…Remote learning was found to be doubly challenging for children from socioeconomically disadvantaged families, many of whom did not have a home environment conducive to remote learning and could not afford the educational resources, technological tools, or connectivity to support such learning during COVID-19 (Bassok et al, 2020). Understanding the children's struggles, teachers have mustered their own strengths in supporting these children's remote learning and development in creative ways during COVID-19 (Chen and Adams, 2022; Chen and O’Donnell, forthcoming).…”

Section: Learning and Development In Young Children During Covid-19mentioning

confidence: 99%

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

Chen

Krieger

2022

Contemporary Issues in Early Childhood

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“Learning loss” has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during the COVID-19 pandemic. Thus, the authors caution against subscribing to a learning-loss narrative, a deficits-based perspective, which can lead one to lose sight of children's potential learning gains that are not necessarily assessed or recognized. Against this backdrop, the authors offer four recommendations: (1) reframing the concept of “learning loss” to “learning gain”; (2) applying a strengths-based model rather than a deficits-based model for understanding student learning; (3) investing in the development of the whole child; and (4) ensuring that we focus on young children's socio-emotional well-being (e.g. relationship-building) and not solely on the cognitive domains.

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Section: Learning and Development In Young Children During Covid-19mentioning

confidence: 99%

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

Chen

Krieger

2022

Contemporary Issues in Early Childhood

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Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education

Chen,

Ren,

O’Neill

2024

Education Sciences

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Considering that early literacy (reading and writing) is critical for later literacy and academic success, this study investigated the social and contextual influences on the early and current literacy experiences of 70 preservice early childhood teachers in the United States through a questionnaire. Analyses of both quantitative and qualitative data revealed eight key findings: First, the strongest influence on these individuals’ early literacy development was parents, followed by teachers. Second, their current literacy experiences were shaped primarily by professors/academic work followed by self-motivation. Third, nearly half of the preservice teachers regarded themselves as average readers and writers. While the majority of them enjoyed reading and more than half also enjoyed writing, those who lacked such enjoyment provided various reasons, especially citing insufficient intrinsic motivation, limited time for reading, and inadequate writing skills or ideas. Fourth, most of them prioritized their literacy time to fulfill academic requirements. Fifth, most devoted a limited amount of time to literacy activities. Sixth, there was a relatively strong positive correlation between reading fluency and writing fluency. Seventh, a positive correlation was found between years in college and writing fluency. Eighth, there was a negative correlation between grade point average and time spent writing per week.

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Facilitating Preschoolers’ Emergent Literacy Development Through a Digital Library

Cited by 2 publications

References 0 publications

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education

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