Preschool Classroom Teachers Research Articles

Prosodic variation and rich linguistic environments in a preschool setting

Children require rich linguistic environments (RLEs) to support their development in early education settings (Bratsch-Hines et al., 2019; Justice etal., 2018). RLEs are defined by high-quality language, teacher tone (prosodic/fundamental frequency-f0 variation), and interactions between the teacher and children (increased turn-taking, contingent responses, open-ended questions) (Jones & Rowland, 2017). As we support enhancing the quality of interactions, we lack a quantifiable way to assess teacher language to provide clearer feedback. Our aims are (1) to quantify the measures used to assess the quality of teacher language, (2) to examine teacher prosodic variation across a typical day, and (3) to explore any connections between teacher (quality) language and prosody. Audio data were recorded from preschool classroom teachers (teachers of children aged 3 to 4-years-old; n = 5 to date). Each site had two days of recording, 4 to 8 hours per day. Teachers completed a background survey and reported a log of daily activities. The recordings are transcribed to analyze language and speech: measures of f0 variation, types of open-ended questions, word usage diversity, number of turns taken between the teachers-students, and presence of contingent responses. Data from this study help us to understand RLEs and provide a coding system to systematically capture teacher language in a more nuanced manner.

Early literacy materials and teacher practices in preschool classrooms

In this qualitative study, the aim was to examine early literacy materials used by teachers in preschool classrooms as well as teachers’ practices that were related to early literacy instruction. The participants of this qualitative study were 52 preschool teachers working in 22 public schools in the city of Uşak, Turkey. The Early Literacy Material Control Form was used to examine materials in the classrooms and one-to-one interviews were made with a semi-structured interview form to understand the practices of teachers. Results indicated that the preschool classes were lacking a sufficient amount and type of early literacy materials as well as activities chosen to stimulate early literacy skills development among children. There were shortcomings in effective literacy environment, book variety and the inclusion of diverse and interesting visuals in classroom. It was determined that teachers generally do mathematical activities and asked children to engage in drawing lines for their early literacy skills development. The most used method in the implementation of activities was the use of books and/or worksheets. Based on these findings, alternative ways to support early literacy skills and carrying out training programs which place more emphasis on early literacy materials and classroom practices are recommended.

An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand

Executive functions (EFs) are foundational for the development of cognitive and social capacities critical for school readiness. The importance of promoting EF skills prior to school entry is increasing recognized but few preschool classroom-based interventions specifically target EF skills. The aim of this study was to evaluate the effectiveness of a classroom-based intervention, Red Light Purple Light (RLPL), to enhance 4-year-old children’s EF skills. Fifteen early childhood education (ECE) centers in Auckland, New Zealand participated. There was a total of 212 consented 4-year-old children across the 15 centers. Centers were randomized to either the RLPL intervention (twice weekly circle time games sessions over 8 weeks) or a waitlist control group (the usual curriculum). Children’s EF skills were measured at pre-, post-, and 4-month postintervention using the Head–Toes–Knees–Shoulder (HTKS) and Dimensional Change Card Sort (DCCS) tasks. Teacher ratings of behavioral self-regulation were collected with the Child Behavior Rating Scale (CBRS). Hierarchical linear mixed models were used to estimate the intervention effects, taking into account baseline scores, English vocabulary, age, and gender. Post-intervention interviews were conducted with 15 teachers. Significant short-term intervention effects were found for increases in EFs, based on DCCS scores. At 4-month follow-up, there were greater gains in CBRS scores for intervention group children. Teacher interviews indicated additional benefits of participation for children in self-control, language, and social skills. The study provides support for the effectiveness of the RLPL intervention, delivered by teachers in preschool classrooms, for improving children’s EF skills.

Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum

Young children with developmental speech and/or language impairment (DSLI) often fail to develop oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the Teaching Early Literacy and Language (TELL) curriculum and associated evidence-based teaching practices. Participants included 91 preschool classroom teachers and 202 male and 87 female preschoolers with DSLI who were enrolled in their classes. Children ranged in age from 43 to 63 months. In this cluster RCT, classroom teachers were randomly assigned to implement the TELL curriculum or to continue with their business-as-usual (BAU) curriculum. Proximal outcomes were assessed with investigator developed curriculum-based measures (CBMs) administered six times over the school year. Distal tests (pre-post) of oral language and early literacy skills included an investigator-developed pre-post expressive and receptive vocabulary test, two additional standardized measures (Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition, the Test of Preschool Early Literacy). A benchmarked early literacy assessment, the Phonological Awareness and Literacy Screening PreK, was also administered. Results indicated a significant TELL effect for all CBMs at later measurement points with Cohen's ds in the medium (0.43) to very large (1.25) range. TELL effects were also noted for the distal vocabulary measure with small to medium between-group effect sizes (Cohen’s f^2 range from 0.02 to 0.44). There were no significant TELL effects for the standardized distal measures. Based on progress measures, the TELL curriculum was effective for improving the oral language and early literacy skills of young children with DSLI.

Factors influencing implementation of a preschool-based physical activity intervention.

Examining factors that influence implementation of key program components that underlie an intervention’s success provides important information to inform the development of effective dissemination strategies. We examined direct and indirect effects of preschool capacity, quality of prevention support system and teacher characteristics on implementation levels of a component, called Move Outside (i.e., preschool classroom teachers to provide at least 40 min of outdoor recess per day), that was fundamental to the success of a preschool-based physical activity intervention. Level of implementation, defined as the percent of daily goal met for the Move Outside component, was assessed via direct observation. Items assessing preschool capacity, quality of prevention support system and teacher characteristics were selected from surveys and an environmental checklist completed by preschool directors and teachers. Preschool classroom was used as the unit of analysis (Year 1: n = 19; Year 2: n = 17). Results from Bayesian path analyses showed that the three factors were not significantly associated with level of implementation in Year 1, but preschool capacity was directly associated with level of implementation in Year 2 (β= 0.528, 95% CI: 0.134, 0.827). The current findings suggest that factors that influence level of implementation appear to differ as an intervention evolved over time.

Learning to mock – Challenging the teaching establishment

There have been very few studies that apply the work of Mikhail Bakhtin and Norbert Elias to understand the underlying learning processes of young children. This article will explore the methodological similarities between Bakhtin’s ideas about the carnivalesque and Norbert Elias’s theory of established-outsider relations to explain how young children can undermine the authoritative discourses of teachers in preschool classrooms. It will focus on the playful mockery that young children display within their peer-groups to challenge teaching authority. I will argue that many of the humorous events produced by young children should be viewed as an attempt to violate their teachers’ expectations. Drawing attention to the utility of using humour as a special type of qualitative research tool illuminates the different ways that young children in different cultures can resist adult authority.

Exploring Learning Connections Between Music and Mathematics in Early Childhood

Abstract The purpose of this study was to explore early learning connections between music and mathematics. To resolve the research questions "What connections--if any--do young children make between music learning and mathematics learning?" and "Is there a relationship between young children’s emergent rhythm development and emergent numeracy development?" a concurrent embedded, mixed-methods design was utilized; quantitative data were embedded within a primarily qualitative analysis. Ten preschool children in an intact class were observed for 11 weeks at predetermined points during spring 2012 through participant observation and video footage of children’s daily classroom interactions and weekly music classes. Interventions, by both classroom teachers and a music specialist, were intended to foster appropriate music and mathematics practice based on Gordon’s (2012) music learning theory and Clements and Sarama’s (2009) mathematics learning trajectories. Emergent themes reinforced current theory that learning is interactive and individually and socially constructed. Individual children expressed themselves more readily through music or mathematics; careful coordination of these content areas allowed for learning connections in a safe environment. Correlation of music aptitude, rhythm achievement, and numeracy achievement scores provided supportive evidence regarding the relationship of early rhythm and early mathematics development; however, caution is advised in interpretation due to low sample size. Recommendations include selecting preschool song literature to meet music learning and mathematics learning objectives, eliciting observable musical and mathematical responses, and reinforcing learning connections and increased music and mathematics pedagogy courses and professional development for preschool classroom teachers to support learning connections.

The Needs of Inclusive Preschool Teachers about Inclusive Practices

Problem Statement: Since the law related to the inclusion of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of preschool inclusion, preschool teachers usually do not want children with special needs in their classrooms because of their lack of knowledge and skills regarding inclusive practices. It has been established that teachers are the most important component of inclusion, and in order to increase the success of inclusive practices, they should be prepared to teach in heterogeneous classrooms that include children with and without disabilities. Purpose of Study: To develop and implement an effective and functional training program for inclusive preschool classroom teachers, we aimed to

Emergent Literacy Practices and Support for Children with Disabilities: A National Survey

A national mail survey of Head Start preschool teachers ( N = 500) was conducted to assess their practices, the availability of specialist support, and their views related to emergent literacy instruction for Head Start children who have a disability or developmental delay. The responding teachers ( n = 254) reported that (a) nearly one quarter of the children in their class were receiving special education and related services, (b) the majority of them did not work with a special educator, (c) they were using a variety of strategies to support emergent literacy learning for children with disabilities in their classroom, and (d) more than 90% of them strongly disagreed or disagreed with the statement “Children with disabilities are not ready for emergent literacy instruction in preschool.” These results are discussed within the context of the need for additional research and professional development and support for preschool classroom teachers.

Analysing the implemented curriculum of mathematics in preschool education

The purpose of this paper is to contribute to development of research tools for observation and analysis of educational practices used by teachers in preschool classrooms. More specifically, we approached the implemented curriculum of mathematics in Greek preschool education. We analysed the recorded data from a week of teaching practices in eight classrooms of Greek public kindergartens, based on Bernstein’s theoretical framework on pedagogic discourse. The results showed that the actual educational practices in the observed classrooms deviated from the objectives of the official new cross-thematic curriculum for teaching mathematics in Greek kindergarten in terms of the form of transmitted mathematical knowledge, the instructional rules and strategies that teachers adopted for teaching mathematics, and the teaching–interactive relationships between preschool teachers and students.

RSEQ 5th Retrospective Issue Commentary

Over the last 5 years, we have conducted research in rural inclusive preschool classrooms across the state of Kentucky. Our attention has focused on teaching preschool teachers how to embed systematic instruction when teaching target skills to children with significant disabilities. When looking at the 5th retrospective issue of RESQ, we noticed that each article talks about issues that we have both encountered during our research of rural special education in Kentucky. * Just like K-12 teachers, preschool classroom teachers are held accountable for children's progress toward state and federal outcomes, and some teachers also have to document progress toward Head Start outcomes. To assist in documenting progress toward outcomes, there are early childhood assessments that are aligned or cross-walked with the state and/or federal outcomes. The alignment provides the teacher with information on what the child should know or be able to do. While teaching children with significant disabilities, it is important that we gather assessment data when deciding which skills to target and how to program plan for each individual child. Again, just like K-12, in early childhood special education, it is important to choose functional skills while, at the same time, assuring children address academic skills (Hager & Slocum, 2003). For example, in our present research study, we are targeting pre-math skills, such as counting to three. Counting in a preschool classroom is a skill that takes place each day. Children count how many peers are present at circle time or how many legs a spider has during science, etc. While participating in these daily activities, the children are simultaneously addressing the pre-math academic skill of counting. * To gain diverse opportunities in eastern Kentucky, university students have to travel over an hour to an urban area in order to observe diverse ethnic groups. While Kentucky has a large number of children of Hispanic descent, in some rural areas of Kentucky, the number is not very significant. For example, in Morehead, KY, where we have been conducting research for the last 2 years, only 6% of individuals within the communities are not classified as Caucasian (www.city-data.com). Misidentification of Hispanic children in special education (Fletcher 8c Navarette, 2003) has not posed a problem; however, there are issues with misidentification in special education. In the preschool classrooms, response to intervention has been put in place to address this topic. * When working with paraeducators, it is important to ensure they receive the appropriate amount of training required for working with children who have disabilities (Giangreco, Backus, CichoskiKelly, Sherman, & Mavropoulos, 2003). After providing individualized and intensive training to paraeducators, it is important to follow-up with them to ensure they are correctly delivering interventions. In our current research study, weekly reliability checks are conducted to ensure the validity of their instruction. This also is the time we can focus on questions or concerns they have when working with an individual child. In other words, those reliability sessions also serve as a weekly technical assistance visit with the paraeducator. * Smoot (2004) described issues related to inclusion starting in preschool and going through high school. In Kentucky, our preschool teachers face additional challenges around the topic of inclusion. Our current research takes place in a rural inclusive preschool classroom in eastern Kentucky. The current classrooms in which we are working have approximately 20 children in a morning session followed by approximately 20 children in an afternoon session. The classes include children with significant disabilities who may function at the 6-month level, children who have weaknesses in social-emotional skills or speech/language, and children who are typically developing and may be performing on a Kindergarten or first grade learning level. …

Promoting physical activity during early childhood

The prevalence of obesity in children and adolescents from low‐income families in the USA has become a significant concern over the last 20 years. One of the major contributors to this problem is the lack of physical activity. The purpose of this paper is to describe initiatives designed to: (1) engage young children in physical activity during professional preparation of physical educators, and (2) assist classroom teachers in providing quality physical activity experiences in their daily lessons. Children from a local preschool were brought to a university campus to participate in a 60‐minute physical activity programme. Fundamental motor skills and movement concepts were the basis of the instruction in this programme. In addition, university instructors provided preschool classroom teachers from the community with the basic knowledge of the ABCs of movement skills. Classroom teachers received information about how to include physical activity in their lesson planning on a daily basis.

Improving Instruction in Head Start Preschool Classrooms Through Feedback and Support to Teachers

This article discusses the use of data-based feedback and support to teachers in Head Start classrooms to facilitate increased use of effective instructional and managerial practices. The authors conducted a study to examine the impact of providing Head Start preschool classroom teachers with data regarding their use of established instructional and managerial practices, encouraging teacher self-selection of goals for improvement, and giving ongoing feedback and support related to goal attainment. Although the individual teacher outcomes varied, the results suggest that professional development accompanied by data-based individualized teacher feedback and support can improve teacher use of effective instructional strategies. Strengths, challenges, and implications for Head Start teachers are discussed.

Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality

Research Findings: The current study examined the differences in global quality between classrooms with African American teachers and European American teachers. The study included 1,687 classrooms (802 with African American teachers and 885 with European American teachers). Initial analyses revealed significant differences in overall global quality as well as on 2 factor scores: Language/Interactions and Activities/Materials. However, when an analysis of covariance was conducted controlling for numerous structural variables (i.e., level of education, years of experience in early childhood, total number of teachers in the classroom, teacher–child ratio, proportion of children on subsidy, proportion of African American children in the class, and ethnicity of the observer), no differences by race were found. Practice or Policy: Findings are discussed with regard to the contextual constraints experienced by African American teachers in preschool classrooms to create high-quality learning environments. Policy implications of classroom inequities by racial/ethnic background are examined.

Preschool Classroom Teachers' Perceptions of Useful Music Skills and Understandings

The primary purpose of this study was to identify the music skills and understanding taught during preservice training that in-service preschool classroom teachers perceived, as practical and beneficial. A 31-item questionnaire was developed and mailed to directors of 89 public and. private preschool programs where music specialists were not used. The mailing resulted in a return of 210 individually returned forms, representing 66% of the total mailing. Results demonstrated that the teacher skills and. understandings that were considered most useful were those that provided students with direct music experiences. These skills, which teachers learned in preservice training, included movement activities, using rhythm instruments, and singing experiences. More traditional music skills and understandings, such as those taught in courses such as music theory and. history, were not perceived to be useful to preschool instructors. Descriptive information revealed that although most teachers held a college degree and a teaching certificate, the majority were unaware of and none had read the Performance Standards for Music: Grades PreK-12.

Encouraging children's early writing efforts

A study of preschool classroom teachers reveal insights into the nature of children's writing efforts and how teachers can best foster those abilities.