By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
Fine quality preschool courses are necessary to bettering children’s results in interpreting success and leveling language and literacy disparities between scholars from diversified backgrounds. Grounded in state of the art examine proof, this practice-oriented publication demonstrates how preschool pros can create, overview, and maintain exemplary courses. Chapters from best experts conceal training, review, and differentiation, in addition to particular techniques for instructing English language novices and assisting at-risk readers. dialogue questions and advised actions for pro improvement are incorporated, as are reproducible review kinds and making plans instruments to be used within the lecture room.
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Extra info for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)
Specifically, higher quality instructional interactions were associated with faster rates of development of academic and language skills, and higher quality emotional interactions were associated with faster development of social skills. Thus, designing preschool programs so that they meet definitions of high quality based on structural standards may not be sufficient to ensure the programs deliver benefits to children who attend. Instead, high process quality is the mech- High-Quality Preschool Programs 17 anism through which preschool transmits benefits to children who attend (Hamre & Pianta, 2007; Pianta, 2003), and program resources that directly target improving classroom processes are likely to produce greater impacts on children’s development than are resources aimed at improving structural features of programs.
Froebel Foundation. (2006). History. Retrieved July 31, 2006, from www. froebelfoundation. html. Georgia Department of Early Care and Learning. (2006). History. header=47 &Subheader=&position=8&headername=history. Gormley, W. , & Phillips, D. (2003). The effects of universal pre-K in Oklahoma: Research highlights and policy implications (Crocus Working Paper No. 2). Washington, DC: Georgetown University. 22 BACKGROUND Hamre, B. , & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms.
J. Cox, & K. ), School readiness, early learning and the transition to kindergarten. Baltimore: Brookes. Haymore-Sandholtz, J. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815–830. , & Rickman, D. (2007). Do peers inf luence children’s skill development in preschool? Economics of Education Review, 26(1), 100–112. Howes, C. (1990). Can the age of entry into child care and the quality of child care predict adjustment in kindergarten?
Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy) by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale