How Early Childhood Teachers Plan Language Instruction: An Exploratory Study

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Promoting Literacy in Early Childhood Settings (Table 5)

Abstract

Lesson planning in early childhood (EC) settings is a commonly practiced professional process; however, there is limited understanding of how teachers plan for implementing language-supportive practices in EC classrooms. Thus, the purpose of this study was to explore and understand how EC teachers describe their planning for language supportive practices. We drew on an interview approach that allowed us to gain insight from teachers’ perspectives and examine their planning practices to support language across different classroom activities. Four main types of language supportive planning practices emerged from teachers’ interviews, which provides as important first step in understanding early childhood teachers’ planning for language learning.

Authors

• Clariebelle Gabas, University of Nebraska - Lincoln

• Paige Wernick, University of Nebraska - Lincoln

• Rachel E. Schachter, University of Illinois at Chicago