Starting small: Building preschool teacher knowledge that supports early literacy development

Abstract

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.

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

“…In line with, for example, Cunningham et al (2009), this project suggests that it is important for teachers to have sufficient knowledge of what they want the children to experience and learn regarding the science content in focus. This requires knowledge of the object of learning as a whole and in its parts.…”

“…Previous studies have identified factors such as the use of language, concepts, and illustrations as possible stumbling blocks (Cunningham et al, 2009;Ljung-Djärf et al, 2014;Sträng & Åberg-Bengtsson, 2009) to "staying on the science track" when the learning situation is framed in a playful way. In line with, for example, Cunningham et al (2009), this project suggests that it is important for teachers to have sufficient knowledge of what they want the children to experience and learn regarding the science content in focus.…”

“…ECE teachers reportedly tend to use simplified language and avoid scientific concepts. This is explained either by a lack of appropriate scientific language or by a decision not to use such language as it is considered too complicated for young children; both these aspects make it difficult to talk about science content in a scientific way (Cunningham, Zibulsky, & Callaghan, 2009). Previous research into the use of illustrations in ECE science learning demonstrates that educators' desire to concretize scientific phenomena by using such artefacts sometimes seems to misdirect children's understanding.…”

Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

“…The authors argue that a more in-depth understanding of the different role-players' perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers. Zibulsky & Callahan 2009;Dickinson & Caswell 2007). In South Africa, it has been found that teachers often have very low expectations of the literacy potential of Grade R-3 children and fail to provide challenging experiences for them to develop their reading and writing skills (NEEDU 2013).…”

Actual Disciplinary Knowledge, Perceived Disciplinary Knowledge, Teaching Experience and Teacher’s Training for Reading Instruction: A Study with Primary Portuguese and American Teachers // Conhecimento disciplinar efectivo, conhecimento percebido...

“…There is a growing consensus that effective reading instruction is a key element of reading achievement (Carreker, Joshi, & Boulware-Gooden, 2010;Cunningham, Zibulsky, & Callahan, 2009) and for the prevention and remediation of reading failure (González-Valenzuela, Martín-Ruiz, & Delgado-Ríos, 2012;OECD, 2009). The International Reading Association (IRA, 2003(IRA, , 2007, for instance, states that six basic elements should be included in teacher education programs: foundation in research and theory, word-level instructional strategies, text-level comprehension strategies, reading-writing connections, instructional approaches, and materials and assessment strategies.…”