The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study.
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| Title: | The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study. |
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| Authors: | Girolametto, Luigi1 l.girolametto@utoronto.ca, Weitzman, Elaine2, Lefebvre, Pascal3, Greenberg, Janice2 |
| Source: | Language, Speech & Hearing Services in Schools. Jan2007, Vol. 38 Issue 1, p72-83. 12p. 6 Charts. |
| Subject Terms: | *Emergent literacy, *Teacher-student relationships, *Early childhood education, *Training of early childhood teachers, *Early childhood teachers, Print awareness |
| Abstract: | Purpose: The purpose of this study was to determine the feasibility of a 2-day in-service education program for (a) promoting the use of two emergent literacy strategies by early childhood educators and (b) increasing children's responses to these strategies. Method: Sixteen early childhood educators were randomly assigned to an experimental and a control group. The experimental in-service program sought to increase educators' use of abstract utterances and print references. Educators were videotaped with small groups of preschoolers during storybook reading and a post-story craft activity. Pretest and posttest videotapes were coded to yield rates of abstract language, verbal print references, and children's responses. Results: In comparison to the control group, educators in the experimental program used more abstract utterances that elicited talk about emotions and children's past experiences during storybook reading. They also used significantly more print references during post-story craft activity. In addition, children in the experimental group responded more often with appropriate responses to abstract utterances and print references in comparison to children in the control group. Conclusion: A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references. Suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 23639235 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Girolametto%2C+Luigi%22">Girolametto, Luigi</searchLink><relatesTo>1</relatesTo><i> l.girolametto@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Weitzman%2C+Elaine%22">Weitzman, Elaine</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Lefebvre%2C+Pascal%22">Lefebvre, Pascal</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Greenberg%2C+Janice%22">Greenberg, Janice</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2007, Vol. 38 Issue 1, p72-83. 12p. 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Training+of+early+childhood+teachers%22">Training of early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Print+awareness%22">Print awareness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The purpose of this study was to determine the feasibility of a 2-day in-service education program for (a) promoting the use of two emergent literacy strategies by early childhood educators and (b) increasing children's responses to these strategies. Method: Sixteen early childhood educators were randomly assigned to an experimental and a control group. The experimental in-service program sought to increase educators' use of abstract utterances and print references. Educators were videotaped with small groups of preschoolers during storybook reading and a post-story craft activity. Pretest and posttest videotapes were coded to yield rates of abstract language, verbal print references, and children's responses. Results: In comparison to the control group, educators in the experimental program used more abstract utterances that elicited talk about emotions and children's past experiences during storybook reading. They also used significantly more print references during post-story craft activity. In addition, children in the experimental group responded more often with appropriate responses to abstract utterances and print references in comparison to children in the control group. Conclusion: A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references. Suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/0161-1461(2007/007) Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 72 Subjects: – SubjectFull: Emergent literacy Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Training of early childhood teachers Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Print awareness Type: general Titles: – TitleFull: The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Girolametto, Luigi – PersonEntity: Name: NameFull: Weitzman, Elaine – PersonEntity: Name: NameFull: Lefebvre, Pascal – PersonEntity: Name: NameFull: Greenberg, Janice IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2007 Type: published Y: 2007 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 38 – Type: issue Value: 1 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
