Early Childhood Educators' Knowledge, Beliefs, Education, Experiences and Children's Language- and Literacy-Learning Opportunities: What Is the Connection?

Autor/inn/en	Schachter, Rachel E.; Spear, Caitlin F.; Piasta, Shayne B.; Justice, Laura M.; Logan, Jessica A. R.
Titel	Early Childhood Educators' Knowledge, Beliefs, Education, Experiences and Children's Language- and Literacy-Learning Opportunities: What Is the Connection?
Quelle	36 (2016), S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.ecresq.2016.01.008
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Attitudes; Beliefs; Knowledge Level; Educational Background; Child Language; Emergent Literacy; Academic Degrees; Teaching Experience; Regression (Statistics); Pedagogical Content Knowledge; Native Language Instruction; Language Attitudes; Measures (Individuals); Predictor Variables; Correlation; Teacher Characteristics; Observation; Surveys + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Wissensbasis; Vorbildung; 'Children''s language'; Kindersprache; Frühleseunterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Regression; Regressionsanalyse; Pädagogische Kompetenz; Native language education; Muttersprachlicher Unterricht; Sprachverhalten; Messdaten; Prädiktor; Korrelation; Beobachtung; Survey; Umfrage; Befragung
Abstract	In this study, we investigated how multiple types of knowledge and beliefs, along with holding an early childhood-related degree and teaching experience were linked to amounts of early childhood educators' language and literacy instruction. Quantile regression was used to estimate associations between these variables along a continuum of language and literacy instruction for 222 early childhood educators. In general, low levels of language- and literacy-related instruction were observed; however, the use of quantile regression afforded unique insight into the associations of knowledge, beliefs, education, and teacher experience with instruction when levels of instruction were sufficient. These findings would not have been visible with traditional, linear regression models. Specifically, two types of knowledge were examined: disciplinary-related content knowledge about the structure of language and knowledge for use in teaching language and literacy to young children. Only educators' disciplinary content knowledge was associated with amount of instruction. Associations between beliefs about language and literacy instruction and amount of instruction were less consistent. Generally, holding an early childhood related degree was positively associated with language and literacy instruction whereas teaching experience was negatively associated with the amount of instruction. Implications for studying educators and understanding the associations among educator characteristics and instruction are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11