Profiles of Quality: Supports for Book Interactions and Early Writing Activities in Prekindergarten Classrooms

Autor/in	O'Leary, Patrick M.
Titel	Profiles of Quality: Supports for Book Interactions and Early Writing Activities in Prekindergarten Classrooms
Quelle	In: SAGE Open, 7 (2017) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017704481
Schlagwörter	Beginning Writing; Emergent Literacy; Preschool Children; Books; Preschool Curriculum; Early Childhood Education; Preschool Teachers; Profiles; Educational Quality + Suchen Sie Ihr Suchwort? Erstschreibunterricht; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Charakterisierung; Profilanalyse; Quality of education; Bildungsqualität
Abstract	Head Start teachers and their classrooms (N = 86) were observed to determine the state of quality of the early literacy and language instruction and environments in prekindergarten. Cluster analysis was used to create profiles of prekindergarten teacher and classroom quality across two constructs: Book Supports and Writing Supports. Descriptive results showed that on average, classrooms received low scores for both reading and writing supports. However, cluster analysis revealed four distinct profiles: Profile 1 (High, High), Profile 2 (Low, Low), Profile 3 (Average, Average), and Profile 4 (High, Low). Results implicate a need for greater attention to language and literacy in general, but especially a need for an increase in early writing supports. Implications for person-oriented analysis (as opposed to variable-oriented analysis) and professional development are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01