Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

Cash, Anne H.; Cabell, Sonia Q.; Hamre, Bridget K.; DeCoster, Jamie; Pianta, Robert C.

doi:10.1016/j.tate.2015.02.003

Cited by 46 publications

(37 citation statements)

References 40 publications

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“…Unlike Cash et al (), we did not find any associations between educators' language and literacy knowledge and children's oral language gains. We expected such associations for at least our knowledge for practice measure, given that this measure included attention to language and related classroom practices (see also Neuman & Cunningham, ).…”

Section: Discussioncontrasting

confidence: 99%

“…These results extend prior studies documenting early childhood educators' knowledge (e.g., Crim et al, ; Troyer & Yopp, ) as well as studies within the preschool context that have suggested positive associations between knowledge and practice (Hindman & Wasik, ; Schachter et al, ). With respect to preschool children's emergent literacy gains, our findings are partially aligned with those of Cash et al (), who documented associations between educators' knowledge and children's gains in print knowledge and expressive vocabulary but not phonological awareness or receptive vocabulary. The differences between our findings and those of Cash et al may be due to instrumentation.…”

Section: Discussionsupporting

confidence: 89%

“…Studies have also examined associations between educators' knowledge and children's literacy learning (e.g., Carlisle et al, ; Carlisle et al, ; Cash, Cabell, Hamre, DeCoster, & Pianta, ; Kelcey, ; Lane et al, ; McCutchen, Harry, et al, ; Puliatte & Ehri, ; Spear‐Swerling & Brucker, ). Again, the evidence base is mixed.…”

Section: Educators' Knowledge and Children's Learningmentioning

confidence: 99%

“…In addition, Puliatte and Ehri () found that some, but not all, aspects of second and third grade educators' content knowledge were related to children's spelling gains, and Carlisle et al () found no associations between elementary educators' content knowledge and children's word analysis or reading comprehension gains. In early childhood, Cash et al () found that preschool educators' knowledge was positively related to children's expressive vocabulary and print knowledge gains but not to receptive vocabulary or phonological awareness gains.…”

Section: Educators' Knowledge and Children's Learningmentioning

confidence: 99%

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Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

et al. 2019

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 89%

Section: Educators' Knowledge and Children's Learningmentioning

confidence: 99%

Section: Educators' Knowledge and Children's Learningmentioning

confidence: 99%

See 2 more Smart Citations

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

et al. 2019

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“…These measures generally seek to understand educators' broader knowledge about supporting language and literacy in early childhood settings, with embedded items specific to vocabulary. Across studies that have employed such measures, early childhood educators tend to accurately answer 60–70% of items (see Cash, Cabell, Hamre, DeCoster, & Pianta, ; Piasta et al, ).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Going beyond defining: Preschool educators' use of knowledge in their pedagogical reasoning about vocabulary instruction

Dwyer

Schachter

2019

Dyslexia

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Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children's early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators' knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children's vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children's vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed.

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Preschool teachers' language and vocabulary knowledge: Development and predictive associations for a new measure

Phillips

Oliver

Tabulda³

et al. 2019

Dyslexia

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The present study reports on the development, structure, and associations with practice for a new measure of preschool teachers' knowledge about language and vocabulary development and how to support this development in the classroom. Results from item response theory models with responses from a sample of 248 preschool teachers indicated that four scales measuring pedagogical content knowledge and content knowledge for vocabulary and language, respectively, had adequate psychometric characteristics. Confirmatory factor analyses further supported a fourfactor structure, although all scales were correlated. In an overlapping sample of 94 preschool teachers, preliminary investigation of associations between knowledge and teachers' self-reported practices, observed instructional time allocation, and the quality of classroom language environments were mixed. Results indicate promise for the measure yet add to prior research suggesting that connections between knowledge and practice are highly complex and likely interwoven with many other influences on instructional decision-making in early childhood classrooms.

show abstract

Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

Cited by 46 publications

References 40 publications

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

Going beyond defining: Preschool educators' use of knowledge in their pedagogical reasoning about vocabulary instruction

Preschool teachers' language and vocabulary knowledge: Development and predictive associations for a new measure

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