We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system ...of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction for 15 min to 20 min per day over the course of the year. We identified students at risk for language and learning difficulties who scored below the 30th percentile on the Peabody Picture Vocabulary Test-4 (PPVT-4; Dunn & Dunn, 2007) and randomly assigned them in clusters to either the control group (n = 453) that received only the classroom vocabulary instruction, or to the treatment group (n = 468) that received the classroom instruction plus small-group supplemental intervention for 30 min, four times per week between November and May. Analyses using multilevel modeling indicated that students who received supplemental vocabulary intervention outperformed control group students on measures of target vocabulary taught during whole-class and small-group instruction and listening comprehension of passages that included taught vocabulary. There were no effects on standardized measures of vocabulary. At-risk students who received the supplemental intervention also eliminated vocabulary learning differences with typically achieving students (n = 430) who received only classroom vocabulary instruction on words targeted for instruction. Findings suggest that supplemental vocabulary intervention that reinforces content taught during classroom instruction implemented within an MTSS framework can accelerate the learning of at-risk students on proximal and near transfer outcomes that are aligned with the content and focus of the instruction and that MTSS offer a feasible framework for schools to provide effective and efficient vocabulary supports to students in the primary grades.
Educational Impact and Implications Statement
Vocabulary knowledge, or understanding the meaning of words, is essential for reading success. However, there are significant differences in vocabulary knowledge among many young students who are entering school, and traditional classroom vocabulary instruction does little to narrow these vocabulary differences. Therefore, we evaluated the effects of providing kindergarten students at risk for language and learning difficulties with small-group vocabulary intervention that supplemented general classroom instruction over the course of the school year. In our primary experimental comparison, we found that at-risk students who received the vocabulary intervention experienced accelerated vocabulary learning compared with at-risk students who only participated in classroom vocabulary instruction. In our secondary nonexperimental comparison, we found that supplemental vocabulary intervention was associated with narrowing the vocabulary learning differences between these students and their not-at risk peers. Findings from this study provide guidance to schools and teachers on how to provide more effective vocabulary instruction to young school-aged students.
This study explores book talks as an approach to teaching Nature of Science (NOS) to young children (4–6 years old). To teach about NOS means to, in one way or another, focus on the processes, humans ...that build science knowledge, as well as the characteristics and limits of scientific knowledge. Previous research in this area has studied the representation of NOS in science trade books and suggested ways for teachers to highlight this content, specifically in relation to books that have been rendered “exemplary” for teaching NOS. This study focuses on the actual conversations (i.e., book talks) between teachers and children related to science trade books that are available in bookstores. The aim of the study was to contribute further knowledge about the characteristics of book talks related to such books when they are used as an approach to teaching NOS. Book talks (N = 58) between two teachers and their respective groups of children were audiorecorded and transcribed. The results contribute by shedding light on how teachers use the book as a resource in combination with other resources to highlight various aspects of NOS during book talks. This is important since it shows how book talks as an approach to NOS teaching can be staged even if exemplary books are not available. A tentative model that can scaffold teachers' didactic analysis is presented.
The present study aimed to adapt the Teacher Self-Efficacy Scale (TSES) developed by Schwarzer et al. (1999) into Italian and to test its validity and reliability. In a group of teachers (N = 683; ...83% female), the factor structure (Confirmatory Factor Analyses), construct validity (latent relations with burnout variables), measurement invariance and reliability (internal consistency) of the Italian version of TSES (TSES-Ita) were tested. Support for a one-factor solution for the TSES-Ita was found. The one-factor model was found to be factorially invariant across gender, teaching experience and teaching level. Moreover, the scale demonstrated good reliability (α = .88). As expected, TSES-Ita was negatively associated with emotional exhaustion and with depersonalization, and positively associated with personal accomplishment. Our results provide evidence that the Italian version of the TSES-Ita is reliable, valid, and thus, potentially useful for research on occupational stress and burnout in the teaching profession.
Recent studies demonstrated that the adult-preschooler interaction during shared book reading (SBR) contributes to its effectiveness (Mol et al., 2008). The level of abstraction, or complexity, of ...the mathematical questions adults formulate during SBR serves as an indicator of the interaction quality. We aimed to investigate the chance of spontaneously formulating a mathematical question and the level of abstraction of the mathematical questions future preschool teachers propose to formulate during SBR, and their association with teachers’ professional knowledge and beliefs, and type of picture book. Participants were 111 future preschool teachers. We investigated their chance of formulating a mathematical question and the level of abstraction of their mathematical questions using a video-based instrument and distinguished between two types of picture books, namely, mathematical and non-mathematical picture books. We additionally assessed their (1) mathematical content knowledge, (2) mathematical pedagogical content knowledge, and (3) beliefs about mathematics in general and about the teaching and learning of mathematics, with three online questionnaires. Data were analyzed using multilevel analyses. Results revealed that mathematical picture books increase the likelihood of formulating a mathematical question and provoked more abstract mathematical questions compared to non-mathematical picture books. There were no significant associations between teachers’ professional knowledge and beliefs and the dependent variables. Our findings point to the importance of adequately selecting picture books to stimulate mathematical preschoolers’ development via SBR and also call for further investigations on the learning-supportive picture book characteristics and teacher characteristics.
Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective ...practice in preschool teaching is limited. In this study, we examined four preschool teachers' reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children's interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers' attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices.
Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and ...stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and mathematical content knowledge (MCK) with standardized tests. Process indicators in terms of OTL and outcome indicators in terms of knowledge varied substantially across teacher education types and stages. Controlling for preschool teachers' background, multilevel models revealed that OTL in general pedagogy and mathematics pedagogy provided during teacher education were significantly related to GPK and MPCK. Effect sizes reached up to 2 thirds of a standard deviation. OTL in mathematics pedagogy were in turn significantly related to the type of institution that offered a program in favor of pedagogical colleges compared with vocational schools. OTL were also significantly related to program stage in favor of the last year of preschool teacher education compared with the beginning. Process characteristics in terms of OTL mediated fully or partly structural characteristics of teacher education such as type of institution or program stage. These results suggest that the OTL provided are more important than whether prospective preschool teachers were at the beginning or the end of their program or whether they were prepared at vocational schools or pedagogical colleges (although entrance differences have still be taken into account). It may be an important responsibility of policymakers then to ensure that all prospective preschool teachers receive sufficient OTL.
This paper critically examines parents' and service providers' reception of the Pre-primary Education Voucher Scheme (PEVS), which was designed to enhance the quality of early childhood education in ...Hong Kong. The PEVS was a universal voucher policy that was designed to harness market forces and increase direct governmental control of quality in a private education market wherein pre-academic training and competition are emphasized. This paper presents the results of a survey of 413 parents and 215 service providers. Findings indicated that despite the government's efforts in promoting quality as 'child-centeredness' and the efforts of preschools in meeting the quality standards, parents remained relatively neutral about the policy's influence on preschool quality. However, all parents appreciated the financial benefits they accrued from the PEVS, and more socially-advantaged families allocated the additional disposable income on extra educational activities and programs for their children. Findings suggest the implementation of the PEVS in a fully private market might unexpectedly exacerbate inequity in educational opportunities. The enrolment size of the preschool was also found to be a determinant of respondents' views of the PEVS. We argue the government's idea of 'joyful learning' may be even harder to achieve with the current means of service governance.
The idea of computational thinking unplugged refers to a set of activities that are developed to encourage children skills that can be recalled later, to promote computational thinking. These ...activities are designed to be included in the early stages of cognitive development (early childhood education, the first stage of primary education, games at home with parents and friends, etc.). The skills are designed so that they can be evoked in other stages. In secondary education, in technical training, in professional or even higher education. The activities are usually done without computers and mobile screens, with cards, cards, classroom games or playground games, mechanical toys, etc. In this paper, it is highlighted that there is a series of data, ideas and circumstances that make it possible now, and not before, that unplugged computational thinking is implemented. Finally, we describe activities, initiatives and experiences that are already being developed, and we make proposals for activities and their guides for preschool teachers and caregivers.
Men are traditionally portrayed as being successful in sports, and male teachers in physical activities are portrayed as successful teachers. How do female teachers perceive the gender role of ...kindergarten teachers in early childhood physical activities? Using hegemonic masculinity theory as an analytical tool, semi-structured interviews with female public kindergarten teachers from four cities in Zhejiang Province, China were conducted. The study found that although most Chinese female teachers had traditional gender stereotypes about the role of physical activity teachers in kindergartens, these gender stereotypes were not firmly established. As the questions were contextualized and deepened, thinking about the deeper elements of early childhood physical activity was activated. They did not seem to believe that women were incapable of leading young children in physical activities, nor did they believe that women were not important in ideal early childhood physical activities. By deconstructing the male-only nature of 'hegemonic masculinity', they reconstructed the masculinity that children need in early childhood physical activities and constructed a more equal concept of teachers' gender in early childhood physical activities.
Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers' practices and reproduce through peer ...interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number of different ways, and children reproduce (and sometimes resist) these identities and norms in their daily play. Teachers use what I call facilitative, restrictive, disruptive, and passive approaches to sexual socialization in preschool classrooms. Teachers' approaches to gendered sexual socialization varied across preschools observed and affected teachers' response to children's behaviors, such as heterosexual romantic play (kissing and relationships), bodily displays, and consent. Additionally, my data suggest young children are learning in preschool that boys have gendered power over girls' bodies. I find that before children have salient sexual identities of their own, children are beginning to make sense of heteronormativity and rules associated with sexuality through interactions with their teachers and peers in preschool.
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