Supporting School Readiness through Librarian-Child Interactions in Public Library Storytimes: An Analysis of Assessment Scores and Influential Factors

Autor/inn/en	Cahill, Maria; Hoffman, Hayley; Ingram, Erin; Joo, Soohyung
Titel	Supporting School Readiness through Librarian-Child Interactions in Public Library Storytimes: An Analysis of Assessment Scores and Influential Factors
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.11-19 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cahill, Maria) ORCID (Hoffman, Hayley) ORCID (Ingram, Erin) ORCID (Joo, Soohyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01133-6
Schlagwörter	Librarians; School Readiness; Story Reading; Public Libraries; Preschool Children; Library Services; Classroom Environment; Scores; Classroom Techniques; Teaching Experience; Teaching Methods; Faculty Development; Educational Attainment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Librarian; Bibliothekar; Bibliothekarin; Readiness for school; School ability; Schulreife; Public library; Stadtbücherei; Öffentliche Bibliothek; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bibliotheksarbeit; Klassenklima; Unterrichtsklima; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsabschluss; Bildungsgut
Abstract	A recent trend in public libraries' children's services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure. The CLASS evaluates adult-child interactions in learning environments within three domains related to positive outcomes in children's school readiness: emotional support, classroom organization, and instructional support. Additionally, the study examined whether differences among CLASS scores were influenced by the population density of the library community, the storytime provider's degree status and educational level, the provider's prior teaching experience, the provider's years of experience in children's services, and the number of children participating in the storytime session. Results revealed that storytime providers score well in the CLASS's emotional support and classroom organization dimensions but have room for improvement in the content-focused instructional support domain. Of the factors examined, only years of experience in children's services was found to influence a provider's CLASS score. These findings suggest that professional development programs should focus on preparing librarians to teach and model school readiness skills during storytime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01