The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study

Girolametto, Luigi; Weitzman, Elaine; Lefèbvre, Pascal; Greenberg, Janice

doi:10.1044/0161-1461(2007/007)

Cited by 98 publications

(56 citation statements)

References 28 publications

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“…However, despite widespread agreement about the need for this support of early childhood educators, little empirical research exists to guide policymakers and educators regarding the type, intensity, and duration of professional development that is most effective in helping early childhood educators acquire and implement background knowledge and mastery in instructional strategies that lead to improved child outcomes (Maxwell, Field, & Clifford, 2006;Snow, 2006). Although several previous studies have attempted to affect teachers' language and instructional behaviors within the classroom via professional development (Dickinson & Brady, 2006;Dickinson & Caswell, 2007;Girolametto, Weitzman, Lefebvre, & Greenberg, 2007;Landry, Swank, Smith, Assel, & Gunnewig, 2006;O'Connor, 1999) and have reported changes in classroom environments and some teacher behaviors (i.e., book reading, environmental print, and use of abstract language), these studies either did not measure or found no or only small changes in child outcomes.…”

Section: Professional Development In Early Childhood Educationmentioning

confidence: 93%

Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models

Lonigan

Farver

Phillips³

et al. 2009

Read Writ

184

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To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of preschool children at-risk for educational difficulties. Forty-eight preschools were randomly assigned to a business-asusual control, a literacy-focused curriculum with workshop-only professional development, or a literacy-focused curriculum with workshop plus in-class mentoring professional development conditions. An ethnically diverse group of 739 preschool children was assessed on language and literacy outcomes. Results revealed significant and moderate effects for the curriculum and small, mostly nonsignificant, effects of professional development across child outcomes and classroom measures.

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Section: Professional Development In Early Childhood Educationmentioning

confidence: 93%

Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models

Lonigan

Farver

Phillips³

et al. 2009

Read Writ

184

View full text Add to dashboard Cite

show abstract

“…environments that support reading and writing events and practices. Previous research (Connor, Morrison, & Slominski, 2006;Girolametto, Weitzman, Lefebvre, & Greenberg, 2007;Gustafsson & Mellgren, 2002;Neuman, 2007;Pianta, 2006;Saracho, 2004) shows that the quality of interaction in terms of attitudes, instructional support, and emotional tone among the preschool children, day-care attendants, and preschool teachers is significant for children's motivation in the early literacy-learning process.…”

Section: Introductionmentioning

confidence: 97%

Preschool staff's view of emergent literacy approaches in Swedish preschools

Norling

2013

Early Child Development and Care

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This study aims to investigate preschool staff's view of emergent literacy approaches in Swedish preschools with the following research question: How do preschool staff describe and explain the approaches they use in the emergent literacy environment of preschool? Focus-group interviews were conducted with 52 participating preschool units. Manifest content analyses were used and the interviews were systematically analysed relying on socio-cultural theory and the ecological development approach [Barton, D. (2007). Literacy an introduction to the ecology of written language. London: Blackwell; Vygotsky, L. S. (1962). Thought and language. Boston, MA: MIT Press], in accordance with Whitehurst and Lonigan's [1998. Child development and emergent literacy. Child Development, 69, 844-872] components of emergent literacy. The results show that preschool staff apply both outside-in and inside-out approaches; however, outside-in approaches such as play and supportive communication are described most frequently in the focus-group interviews.

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“…Many of these studies focus on the effects of quality in child care arrangements, the quality of teachers, the effects of child care on children's behavior, or with the effects of child care on children's language development, among others (Belsky et al 2007;Girolametto et al 2007;Love et al 2003).…”

Section: Children In Child Carementioning

confidence: 99%

There’s Elly, It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children

Kim

2010

Early Childhood Educ J

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This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children's efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also affected by above-mentioned patterns and policies and practices, over which children have no control. For a period of 6 months, we follow the trajectory of Elly, a young 3-year old girl, who is enrolled mid-year, part-time, in Sunshine Child Development Center. She is placed in a classroom with two-and-a-half to three and-ahalf year old children, several of whom also attend parttime. It takes Elly 6 months to develop a meaningful relationship with some of her peers, an important yet tenuous milestone because, according to center policy groups will be reconfigured over the summer. Thus, Elly and her new friends may be placed in different groups in the fall. This study also documents the important role of social pretend play in helping children to initiate and develop friendships, especially in the company of more competent peers. Importantly, the child care center's policies and practices for transitioning children in and out of classrooms seem to be at odds with current research on attachment, continuity, and the development of peer relationships. Recommendations are made for creating environments where continuity of care and education for young children are a priority.

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The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study

Cited by 98 publications

References 28 publications

Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models

Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models

Preschool staff's view of emergent literacy approaches in Swedish preschools

There’s Elly, It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children

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