Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development

Brown, Robert; Scull, Janet; Nolan, Andrea; Raban, Bridie; Deans, Jan

doi:10.1007/s13384-012-0061-0

Cited by 17 publications

(11 citation statements)

References 30 publications

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“…Specifically, our findings show that the inclusion in the curriculum of direct and systematic teaching of phonological awareness and of phonological, semantic, and syntactic and morphological development is an effective approach in an alphabetic and transparent language such as Spanish, this being consistent with previous research, including studies conducted in languages of different linguistic consistency (Babayiğit & Stainthorp, 2011;Beauchat et al, 2009;Brand & Dalton, 2012;Ford et al, 2013;González et al, 2011González et al, , 2012Hipfner-Boucher et al, 2014;Jiménez et al, 2004;Pullen & Justice, 2003;Schaadt et al, 2013;Scheffner et al, 2010;Slavin, Madden, Dolan, & Wasik, 1996;Swartz et al, 2003;Vadasy & Sanders, 2012;van Weerdenburg et al, 2009;White, 2011). In addition, and in line with previous studies carried out in other languages, including less transparent ones (Baroccio & Hagg, 1999;Brand & Dalton, 2012;Brown et al, 2012;Burns et al, 1999;Dunphy, 2012;Elliott & Olliff, 2008;González et al, 2011González et al, , 2012Swartz et al, 2003;Vadasy & Sanders, 2008;Wright et al, 2008), our results underline the importance and effectiveness of introducing a systematic and structured approach to reading and writing from an early age. The majority of these studies indicate that, for alphabetic languages, the early prioritizing in the curriculum of a systematic and structured approach to reading, writing, phonological knowledge, and the development of oral language, among other aspects, leads to short-and medium-term improvements in children's reading, writing, and academic performance in different subjects, and reduces the number of children who will require special education due to their learning difficulties.…”

Section: Discussionsupporting

confidence: 92%

“…The majority of studies carried out in this area suggest that learning difficulties can be addressed through changes to the curriculum at an early age, specifically by prioritizing a systematic approach to learning to read and write (Baroccio & Hagg, 1999; Brand & Dalton, 2012; Brown, Scull, Nolan, Raban, & Deans, 2012; Burns et al, 1999; Dunphy, 2012; Elliott & Olliff, 2008; Swartz et al, 2003; Vadasy & Sanders, 2008; Wright, Stackhouse, & Wood, 2008). Research in different languages indicates that such an approach to the teaching of reading and writing would focus on the development of phonological awareness and oral language, and specifically on phonological, semantic, and syntactic and morphological development (Babayiğit & Stainthorp, 2011; Beauchat, Blamey, & Walpole, 2009; Brand & Dalton, 2012; Ford, Cabell, Konold, Invernizzi, & Gartland, 2013; González, Martín, & Delgado, 2011, 2012; Hipfner-Boucher et al, 2014; Jiménez et al, 2004; Pullen & Justice, 2003; Roberts, 2005; Schaadt, Pannekamp, & van der Meer, 2013; Scheffner, Hammer, Farkas, & Maczuga, 2010; Swartz et al, 2003; Vadasy & Sanders, 2012; van Weerdenburg, Verhoeven, van Balkom, & Bosman, 2009; White, 2011).…”

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confidence: 99%

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Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

González-Valenzuela

Martín-Ruiz

2016

Remedial and Special Education

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The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language (phonology, semantics, morphology, and syntax) within the Spanish school curriculum. The sample comprised 56 students at risk of learning difficulties. The repeated-measures longitudinal design involved four assessment and three intervention points over a period of 3 years, considering two study groups (instruction vs. no instruction) and two variables (reading accuracy and reading comprehension). Children were assessed between the ages of 5 and 7 years. The instruction group scored higher on both reading accuracy and reading comprehension at all assessment points. Overall, the results demonstrate that this early intervention program for oral and written language is an effective way of improving the reading performance of children at risk of learning difficulties.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

González-Valenzuela

Martín-Ruiz

2016

Remedial and Special Education

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“…Early childhood teachers’ views are more likely to be divided in code-related literacy than in other areas of early language and literacy learning (Campbell, 2015; Lynch and Owston, 2015). Brown et al.’s (2012) study examining the beliefs and practices of 25 preschool teachers in Australia found that teachers’ beliefs were aligned with either a holistic (social) or a componential (cognitive) view. Stipek and Byler’s (1997) earlier studies found teachers who held stronger beliefs in a componential, skills-based approach, such as highly structured teacher instruction, were less likely to have endorsed child-centred practices.…”

Section: Preschool Teachers’ Code-related Literacy Beliefs and Knowledgementioning

confidence: 99%

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

Campbell

2018

Journal of Early Childhood Literacy

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Phonics continues to be one of the most controversial literacy instruction topics debated in the USA, the UK, Australia and New Zealand. Given the importance placed on phonics in early literacy learning and the role that teacher beliefs play in the types of code-related literacy children encounter, the purpose of this two phase mixed-methods study was to investigate the relationship between teachers’ reported play–literacy beliefs, their phonics practices and the reasons behind their decisions not to use commercial phonics programmes in the prior-to-school years. This mixed-methods study found there was a correlation related to teachers’ play-based, child-centred literacy beliefs, their reported holistic early literacy phonics practices and their decisions not to use commercial phonics programmes. Logistic regression analysis revealed a positive and significant relationship between early childhood teachers who stated that they would never consider using a commercial phonics programme and their reported belief that children learn letters and sounds incidentally. Thematic analysis of interview data found that the teachers interpreted phonics instruction as a method occurring as an isolated skill–drill activity and subsequently held strong views against heavily scripted commercial phonics programmes. The interview data also revealed a range of play-based and holistic phonics examples embedded through everyday classroom experiences over explicit systematic instruction reported. Early childhood teachers’ knowledge, experience and reported beliefs, together with a high level of confidence in addressing parental pressure to engage in formalised phonics lessons, were reasons behind their reported practices. This study has important implications for understanding the different types of phonics methods children encounter, teacher concerns over loss of play-based literacy learning and the continuing controversy between adult-directed phonics and child-initiated, play-literacy practices.

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“…Ridgway & Quinones, 2012) 2. educators' views, beliefs, understandings or approaches to teaching, and children's learning/ development, but without an explicit emphasis on play (e.g. Brown, Scull, Nolan, Raban & Deans, 2012) 3. a primary focus on children's play rather than on educators' views, beliefs, understandings or approaches (e.g. Taylor, 2007) 4. play in terms of physical activity levels with a focus on children's health (e.g.…”

Section: Play-based Learning Prior To the Eylf: A Literature Surveymentioning

confidence: 99%

The ‘State of Play’ in Australia: Early Childhood Educators and Play-Based Learning

Sumsion

Grieshaber

McArdle

et al. 2014

Australasian Journal of Early Childhood

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THIS ARTICLE PROVIDES AN overview of the Education Meets Play study that will investigate early childhood educators' use of play-based learning, now mandatory under the National Quality Standard. By building on what can be gleaned about educators' approaches to play-based learning prior to the implementation of the Early Years Learning Framework, the study will contribute to the evidence base concerning the implementation and effects of Australia's early childhood education and care policy reform initiatives.

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Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development

Cited by 17 publications

References 30 publications

Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

The ‘State of Play’ in Australia: Early Childhood Educators and Play-Based Learning

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