Child Care and Early Education Research Connections

Skip to main content

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

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)/Territories/Tribal Nation(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.

Language and literacy development in dual language learners: Annotated bibliographies from a critical review of the research

Fact Sheets & Briefs

Consultation for teachers and children's language and literacy development during pre-kindergarten

Reports & Papers

Teacher Knowledge Assessment of Early Language and Literacy Development

Instruments
Release: 'v1.77.0' | Built: 2024-05-14 14:23:10 EDT