Effects of a Professional Development Program on Emergent Literacy-Promoting Practices and Environments in Early Childhood Education and Care

Autor/inn/en	Elek, Catriona; Gray, Sarah; West, Sue; Goldfeld, Sharon
Titel	Effects of a Professional Development Program on Emergent Literacy-Promoting Practices and Environments in Early Childhood Education and Care
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 1, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elek, Catriona) ORCID (Gray, Sarah) ORCID (West, Sue) ORCID (Goldfeld, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1898342
Schlagwörter	Preschool Education; Emergent Literacy; Skill Development; Reading Skills; Writing Skills; Preschool Teachers; Child Caregivers; Disadvantaged Youth; Low Income Groups; Program Effectiveness; Professional Development; Child Care Centers; Foreign Countries; Literacy Education; Coaching (Performance); Classroom Environment; Australia; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Frühleseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Benachteiligter Jugendlicher; Child care facilities; Child care services; Kinderzentrum; Ausland; Klassenklima; Unterrichtsklima; Australien
Abstract	The years from birth to five are critical for building the emergent literacy skills that precede learning to read and write. Early childhood education and care services are in a unique position to support emergent literacy development, particularly for children in socio-economically disadvantaged communities. This article reports the findings of a small cluster randomised controlled trial of the Let's Read professional development program involving 12 centres and 223 educators in Australia. Through eLearning and on-site coaching, the program of relatively short duration and intensity supported educators of children from birth to school age. While the small sample size means the results must be interpreted with caution, the findings were promising. Despite variation in the fidelity of implementation, educators and centres in the intervention group showed more positive scores after participating in Let's Read than those who did not across all areas of educator practice and classroom quality. Changes were most encouraging for educators of infants and toddlers. These results suggest there is measurable value in professional development involving coaching for improving emergent literacy-promoting practices of early childhood educators, including those working within disadvantaged communities. Concurrent fidelity and impact research should be undertaken with any wider implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01