Child Care and Early Education Research Connections

Skip to main content

Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

Share
Description:
The current study examines the associations between teachers' beliefs and knowledge and children's learning during the prekindergarten year. This study describes the degree to which 262 prekindergarten teachers' beliefs and knowledge regarding children's language and literacy skills are related to learning over the prekindergarten year. Teacher beliefs were not predictive of children's skill development. However, teachers' knowledge of language positively predicted children's gains in expressive vocabulary skills. In addition, teachers' knowledge of literacy predicted children's gains in print knowledge. Understanding these associations is important as the field continues to develop mechanisms for evaluating and training early childhood educators. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
California; Connecticut; Illinois; New York; North Carolina; Ohio; Rhode Island; Tennessee

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Embedding character education into an early childhood classroom through service-learning

Reports & Papersview

Cognitive stimulation at home and in child care and children’s preacademic skills in two-parent families

Reports & Papersview

Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT