Theories in Action: Enacting Literacy Practices in Early Childhood Settings Through a Multidimensional Lens

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session II

Abstract

This multi-case study examines how early childhood educators' theoretical orientations influence literacy instruction in a university-affiliated laboratory preschool. Using Kucer's multidimensional literacy framework, the research examined three educators teaching children ages 2-5 through interviews, observations, and work samples analyzed via hybrid deductive-inductive coding. Four themes emerged: inquiry-driven, child-centered learning; culturally and linguistically responsive teaching; multimodal, sensory-rich engagement; and embedded authentic assessment. Cross-case analysis showed educators integrated literacy dimensions simultaneously, going beyond traditional boundaries by combining multiple theoretical orientations rather than adhering to single approaches. Findings indicate current literacy theories need expansion to capture educators' complex, integrated practices. Implications highlight preparing teachers with strong theoretical foundations while promoting multidimensional approaches to support development in cognitive, social-emotional, and cultural domains.

Authors

• Tina Chaseley, Northern Arizona University

• Victoria Damjanovic, Northern Arizona University