Quality of the Literacy Environment in Quebec Preschool and Kindergarten Classrooms and Children's Engagement

• In Event: Teachers' Roles and Expectations in Early Childhood Years

Abstract

This research examined the associations between classroom literacy environment and children’s engagement in preschool and kindergarten in Quebec (Canada). A sample of 30 teachers and 150 children participated. The quality of the literacy environment and children’s engagement was directly observed in the classroom setting. The classroom literacy environment was generally considered basic, while children’s engagement was in the low range regarding interactions with the teachers, peers, and conflict interactions, and in the medium range for task orientation. There were no significant associations found between classroom literacy environment variables and children’s engagement, but some control variables (specifically socioeconomic status, child age, and group size) were significantly related to dimensions of children’s engagement. Results are discussed in relation to recent research.

Authors

• Julie Lachapelle, Université du Québec - Montréal
  Presenting Author

• Annie Charron, Université du Québec à Montréal
  Non-Presenting Author

• Nathalie Bigras, University of Quebec at Montreal
  Non-Presenting Author