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Full-Text Articles in Developmental Psychology
Characteristics Related To Parent-Child Literacy And Numeracy Practices In Preschool, Amy R. Napoli, Irem Korucu, Joyce Lin, Sara A. Schmitt, David J. Purpura
Characteristics Related To Parent-Child Literacy And Numeracy Practices In Preschool, Amy R. Napoli, Irem Korucu, Joyce Lin, Sara A. Schmitt, David J. Purpura
Department of Child, Youth, and Family Studies: Faculty Publications
Despite evidence suggesting that home literacy and numeracy environments are related to children’s school readiness skills, little research has examined the child and family characteristics that relate to the home literacy and numeracy environments within the same sample. These factors are important to investigate in order to determine what may foster or prevent parent-child engagement. The primary purpose of this study was to examine the shared and unique parent-reported child and parent variables that are related to the frequency of parent-child literacy and numeracy practices. The 199 preschoolers included in the study ranged in age from 3.00 to 5.17° years …
How Do Differing Stakeholders Perceive Instances Of Literacy Instruction?, Rachel E. Schachter, Ann Matthews, Shayne B. Piasta
How Do Differing Stakeholders Perceive Instances Of Literacy Instruction?, Rachel E. Schachter, Ann Matthews, Shayne B. Piasta
Department of Child, Youth, and Family Studies: Faculty Publications
In this study, we investigated how early childhood teachers’ perspectives on their enacted literacy instruction aligned with the perspectives of observers of that same instruction. Two master teachers and two researchers, all with early childhood expertise, observed and reported their perspectives of 45 instances of literacy instruction. These were examined for alignment across each other and with teachers’ descriptions of their thinking during the instruction. Participants’ perceptions of instruction tended to align, yet there were notable differences in perceptions about context and goals. Although we often found common ground among participants regarding the purpose of instruction, there were interesting variations …
Using The Scientific Method To Guide Learning: An Integrated Approach To Early Childhood Curriculum, Hope K. Gerde, Rachel E. Schachter, Barbara A. Wasik
Using The Scientific Method To Guide Learning: An Integrated Approach To Early Childhood Curriculum, Hope K. Gerde, Rachel E. Schachter, Barbara A. Wasik
Department of Child, Youth, and Family Studies: Faculty Publications
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that …