Language and Literacy Promotion in Early Childhood Settings: A Survey of Center-Based Practices

dc.creator	Stephen D. Green
dc.creator	Rick Peterson
dc.creator	Jocelyn R. Lewis
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:19Z
dc.date.available	2015-07-20T22:22:19Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/b8907ddb380347a69551115a63e8ceea
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20619
dc.description	The early childhood years serve as an essential foundation for subsequent literacy development. Despite the increased attention given to children's early literacy development, gaps remain in our understanding of what is actually taking place in child care programs across the nation. The purpose of this study was twofold: (1) to assess the extent to which early childhood educators engage children in literacy-building activities, and (2) to identify educator or programmatic characteristics associated with the promotion of early literacy activities in child care centers. One hundred and eighty surveys were completed by early childhood educators attending regional training events. Findings demonstrate that efforts are being made in a number of areas to engage children in a variety of important language and literacy activities in their centers; however, a sizable minority of those surveyed indicated that they do not frequently engage children in recommended activities. Multiple regression analysis suggests that certain characteristics related to the educator and program itself appear to have a positive influence on how often educators promote language and literacy activities in their centers: availability of print materials, the educator's confidence in the training received in basic literacy skills instruction, and the number of children cared for in a particular program. Implications for practitioners are discussed.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v8n1/green.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 8, Iss 1 (2006)
dc.subject	Early Childhood Education
dc.subject	Early Literacy
dc.subject	Emergent Literacy
dc.subject	Young Children
dc.subject	Child Care
dc.subject	Classroom Environment
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Language and Literacy Promotion in Early Childhood Settings: A Survey of Center-Based Practices
dc.type	article