Early Childhood Teachers' Epistemic Cognition Revealed During a Literacy Instruction Task

• In Event: The Role of Child, Families, and Communities in Early Childhood Education

Abstract

I investigated how two early childhood teachers engaged in epistemic cognition within the context of a literacy instruction task. I collected data from multiple sources and used a rigorous, multi-step data analysis process to document how two early childhood teachers selected a book for read aloud instruction. This led to a rich description of the construct as enacted by early childhood teachers in their daily practice in which their epistemic aims, ideals, reliable processes, and epistemic ends were revealed. Findings can be used to inform teacher educators in preparing early childhood teachers and for supporting early childhood teachers in their practice. Findings could help early childhood teachers increase their awareness of the cognitive processes they use during early literacy instruction.

Author

• Kit Marie SaizdeLaMora, Francis Marion University