Listening to the Landscape of Early Childhood Teachers' Literacy Practices

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

Abstract

Abstract
Understanding how ECTs across the country are currently constructing literacy opportunities and environments for young children is important as teachers respond to new curricular and political demands. This qualitative exploratory study considers interview data from 36 preschool and kindergarten teachers from across the United States. Findings suggest teachers are embracing new curricular mandates and remain focused on ensuring instructional experiences continue to meet the diverse needs of their students. Teachers articulate a desire for more non-fiction and diverse children’s literature. Teachers’ discussions of practice demonstrate intentional literacy practices are occurring across the instructional day.

Authors

• Leslie La Croix, George Mason University

• Sehyun Yun, Ball State University

• Margaret Vaughn, Washington State University

• Allison W. Parsons, George Mason University

• Holly L. Klee, George Mason University