Language and Literacy Experiences in Early Childhood
ABSTRACT
Improving Early Childhood Language and Literacy Experiences through Classroom Assessment, Teacher Training, and Collaborative Support
Joseph L. Constantine, Ph.D.
Language and literacy experiences in early childhood centers can provide a strong foundation for children’s emerging reading and writing abilities. However, many preschools/teachers lack the resources and training to provide comprehensive early literacy experiences for young children. In a recent study (Constantine, 2004), data were collected from 14 classrooms across 7 early childhood education centers in central Florida using the Early Language & Literacy Classroom Observation Toolkit (ELLCO). Classroom quality analyses revealed that 7 classrooms scored in the proficient-to-exemplary range on the ELLCO; 3 were rated as basic, and 4 were rated as limited. Classroom environments often went without the books, writing materials, and language activities necessary to promote school readiness.
A follow-up study focused on providing teacher training/support to help improve classroom language and literacy environments and thereby enhance early educational experiences for 3-5 year old children. This study served as a pilot for training CSD students to work in collaboration with community early childhood centers. Furthermore, the project produced initial data on the effectiveness of providing early childhood teachers with specific models of book-related themes, thematic language activities, and literacy across the curriculum.
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