Children and Adults Playing and Talking Together: Tools for School Readiness

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-19 - Division I Roundtable E. Researching a Region for Education Equity: A Symposium With University of California, San Diego, Faculty and Researchers

Abstract

Objectives
The UC Links Preschool Project is a design-based implementation aimed at improving oral language and literacy among low-income, linguistically and ethnically diverse preschool children. A partnership between a university and community-based child development centers supports the implementation of two culturally relevant and developmentally appropriate enrichment programs serving Mexican-heritage and Native American communities. This partnership unites research, teaching, and service, pairing undergraduates (UG) with preschoolers in emergent-literacy activities, where both UGs and children are expected to benefit from participation. UGs enroll in a multi-quarter child development practicum course and participate as ethnographers and ‘amigos.’ The present study investigates impacts of Mi Clase Mágica (MCM) on language and literacy development among Mexican-heritage children and UG career and academic development.

Theoretical framework
Sociocultural learning theories (Vygotsky, 1978) integrated with the concept of cultural practices (Howes, 2010; Rogoff, 2003) in early education guide this study. Development occurs within the context of participation in routine interactions with caregivers in cultural activities mediated by language. These routines constitute the cultural ways of doing things, rooted in ethnic, cultural, and historical community (Wishard, et al., 2003).

The UC Links Preschool Project is an innovation of the Fifth Dimension (Cole, 2006) and the La Clase Mágica (Vásquez, 2003), programs designed to provide social and educational enrichment opportunities for children from under-represented communities, with UG service-learning opportunities.

Methods
UG research assistants (n=16) participated in 30-minute bi-weekly MCM sessions, working one-on-one with children in emergent-literacy activities. Children enrolled in the partner preschool (n=75) attended MCM approximately three times per month.

Data sources
This mixed-methods study includes ethnographic fieldnotes, child-assessments, and parent/teacher surveys. Fall parent survey documented home literacy practices. Fall and Spring school-readiness assessments include UC Links developed rubrics on emergent-literacy, English Language development, and social engagement as well as assessments of emergent-literacy (Mason & Stewart, 1989), expressive vocabulary (Martin, 2012), and narratives (Peterson & McCabe, 1983).

Results
Results indicate significant gains in emergent-literacy scores, t(38)=-5.17, p<.001, and vocabulary scores, t(42)=2.38, p<.05. Narrative and vocabulary were inter-correlated with emergent-literacy scores, indicating the importance of oral-language to emergent-literacy. See Table 1.

Spanish-dominant families engaged in less frequent reading (r=-.37, p<.01) and story telling (r=-.41, p<.01) with children.

MCM attendance rate was significantly correlated with spring school-readiness assessments and rubric scores. Regression indicated that vocabulary was predicted by the frequency of home story-telling and MCM attendance (B=11.21, p<.01), controlling for parental education, income, gender, and child age.
After participation in MCM, UGs reported increases in goals to attend graduate school, interest in child development and education, and a commitment to community service.
Significance
This study highlights four key concepts to understanding school-readiness among low-income language minority preschool children: Culture is not synonymous with ethnicity or language; Story-telling and oral language are important for school-readiness; Active participation in culturally relevant literacy activities promotes school-readiness; University-community collaborations promote academic development and cultural sensitivity among under-represented youth and undergraduate students.
Through a combination of research, teaching, and community service, the UC Links Preschool Project transforms research, educational practices and student outcomes for diverse populations.

Authors

• Alison Gallwey Wishard Guerra, University of California - San Diego

• Robert C. Carr, University of North Carolina - Chapel Hill

• Juan Gaytan, University of California - San Diego