COPY PASTE FROM NAEYC WEB ON 27/11/2013

Volume 23, Issue 1, March 2008, Pages 51-68Quality of language and literacy instruction in preschool classrooms serving at-risk pupilsJustice, L.M. , Mashburn, A.J., Hamre, B.K., Pianta, R.C. University of Virginia, VA, United States View referencesAbstractPolicy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publicly funded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high-quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms or teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy. 2007 Elsevier Inc. All rights reserved.Author keywordsInstruction; Language development; Literacy development; Preschool qualityISSN: 08852006Source Type: Journal Original language: EnglishDOI: 10.1016/j.ecresq.2007.09.004Document Type: Article Justice, L.M.; University of Virginia, VA, United States; Copyright 2008 Elsevier B.V., All rights reserved.

Volume 23, Issue 1, March 2008, Pages 51-68

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Justice, L.M. , Mashburn, A.J., Hamre, B.K., Pianta, R.C.
University of Virginia, VA, United States

View references

Abstract
Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publicly funded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high-quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of

classrooms or teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy. 2007 Elsevier Inc. All rights reserved.

Author keywords
Instruction; Language development; Literacy development; Preschool quality
ISSN: 08852006Source Type: Journal Original language: English DOI: 10.1016/j.ecresq.2007.09.004Document Type: Article

Justice,

L.M.;

University

of

Virginia,

VA,

United

States;

Copyright 2008 Elsevier B.V., All rights reserved.

Jennifer Dobbs-Oates, Joan N. Kaderavek, Ying Guo, Laura M. Justice, Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development, Early Childhood Research Quarterly, Volume 26, Issue 4, 4th Quarter 2011, Pages 420-429, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2011.02.003. (http://www.sciencedirect.com/science/article/pii/S0885200611000160) Abstract: This study investigated the relations among preschool teachers behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an atrisk population. Teachers behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed. Keywords: Preschool; Teachers; Behavior management; Task orientation; Emergent literacy; Language

Elena Commodari, Preschool teacher attachment, school readiness and risk of learning difficulties, Early Childhood Research Quarterly, Volume 28, Issue

1, 1st Quarter 2013, Pages 123-133, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2012.03.004. (http://www.sciencedirect.com/science/article/pii/S0885200612000348) Abstract: Attachment is the emotional bond between children and their caregivers (parents or otherwise). Infants and young children usually have more than one selective attachment, and all of these attachment relationships, including those between children and teachers, have important effects on cognitive and social development. Secure attachment to a preschool teacher may help children to improve their preschool experience. Recent studies suggest that the adverse effect of inadequate preschool experiences can lead to skill deficiencies that mimic the effects of basic cognitive deficits. This study evaluates the relationships among attachment to preschool teachers, school readiness, and the risk for developing learning difficulties in preschoolers using three measures: the School Readiness 4-5 battery, the Precocious Identification of Learning Difficulties, and the Attachment Q Set. This study examined 152 preschoolers. The results showed that attachment to preschool teachers is related to linguistic development level, the psychomotor skills involved in school readiness, and learning difficulty risk. Keywords: Attachment to preschool teacher; School readiness; Learning difficulties

Volume 23, Issue 1, March 2008, Pages 51-68

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Justice, L.M. , Mashburn, A.J., Hamre, B.K., Pianta, R.C.
University of Virginia, VA, United States

View references

Abstract
Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publicly funded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high-quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms or teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy. 2007 Elsevier Inc. All rights reserved.

Author keywords
Instruction; Language development; Literacy development; Preschool quality
ISSN: 08852006Source Type: Journal Original language: English DOI: 10.1016/j.ecresq.2007.09.004Document Type: Article

Sonia Q. Cabell, Jamie DeCoster, Jennifer LoCasale-Crouch, Bridget K. Hamre, Robert C. Pianta, Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities, Early Childhood Research Quarterly, Volume 28, Issue 4, 4th Quarter 2013, Pages 820-830, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2013.07.007. (http://www.sciencedirect.com/science/article/pii/S0885200613000641) Abstract: Abstract This exploratory study examined the extent to which the effectiveness of instructional interactions varies among classroom social settings (i.e., large group, free choice, meals, and routines), learning activities (i.e., shared reading, literacy, math, science, social studies, and esthetics), or their combination. Participants were 314 preschool teachers primarily serving children from low-income backgrounds. Instructional interactions were measured in multiple cycles across one day of classroom observation as teachers engaged in a variety of settings and learning activities. Linear mixed models indicated that the effectiveness of teachers instructional interactions was generally higher in the large group setting than in free choice, meals, and routine settings. When considering settings and learning activities in combination, teachers displayed the most effective global instructional interactions when leading science activities in large group or free choice settings, and the most effective literacy-focused interactions during large group literacy activities. Keywords: <!-- Tag Not Handled --><keyword id="kw0005">Preschool; <!-- Tag Not Handled --><keyword id="kw0010">Instruction; <!-- Tag Not Handled -><keyword id="kw0015">Literacy; <!-- Tag Not Handled --><keyword id="kw0020">Teacherchild interactions; <!-- Tag Not Handled --><keyword id="kw0025">Setting; <!-- Tag Not Handled --><keyword id="kw0030">Activity

Kathleen Moritz Rudasill, Sara E. Rimm-Kaufman, Teacherchild relationship quality: The roles of child temperament and teacherchild interactions, Early Childhood Research Quarterly, Volume 24, Issue 2, 2nd Quarter 2009, Pages 107-120, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2008.12.003. (http://www.sciencedirect.com/science/article/pii/S0885200608000999) Abstract: Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacherchild relationship quality both directly and indirectly through the frequency of teacherchild interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacherchild conflict and closeness; (b) children's shyness contributed to the frequency of child-

initiated teacherchild interactions, and children's effortful control contributed to the frequency of teacher-initiated teacherchild interactions; (c) shyness related to teacherchild closeness indirectly through the frequency of child-initiated teacherchild interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers. Keywords: Teacherchild relationships; Temperament; Shyness; Effortful control; Teacherchild interactions

Pengurusan Bilik Darjah

Menurut Rohani Abdullah (2003), ruang dalam bilik darjah prasekolah seharusnya dibahagi kepada pusat pembelajaran 2. Menurut Savage (1999), menyusun atur persekitaran fizikal bukan sahaja akan mempengaruhi tingkah laku murid malah ia juga boleh mempengaruhi sikap murid dan menyumbang kepada prestasi akademi murid.
1.

3. Menurut MacAulay (1990), bilik darjah sebaiknya diatur agar ianya dapat menampung aktiviti-aktiviti yang pelbagai sepanjang hari bagi memenuhi matlamat arahan yang ingin disampaikan oleh guru.

Rujukan:

Rohani Abdullah, Nani Menon & Mohd Sharani Ahmad (2003); Panduan Kurikulum Prasekolah, PTS Professional Publishing Sdn. Bhd., Kuala Lumpur.
Savage,T. V. (1999). Teaching Self-Control Through Management and Discipline. Boston:Allyn and Bacon.

Pengajaran Berkesan 1. Menurut Mok Soon Sang (2003) keberkesanan pengajaran dan pembelajaran di dalam bilik
darjah banyak bergantung pada corak interaksi guru dengan murid, murid dengan murid, dan murid dengan bahan pembelajaran.

2. Menurut Eggen & Kauchak (1998) , dalam menyampaikan ilmu dan pengetahuan, guru-guru
haruslah mempunyai kefahaman yang mendalam dalam bidang tersebut, dalam teknik arahan serta memahami teori pembelajaran.

3. Menurut Ee Ah Meng (1997 ), dalam pengajaran yang berkesan, seseorang guru hendaklah
merancang topik, objektif, isi, cara penyampaian dan penilaian yang sesuai dengan kebolehan sedia ada dan minat murid. Rujukan Ee Ah Meng (1997) Pedagogi lll. Fajar bakti Sdn. Bhd. Eggen, P.D. , Kauchak, D.P (1998). Learning and teaching : research based methods. USA: Allyn & Bacon Mok soon sang (2003), ilmu pendidikan untuk KPLI (sekolah rendah : komponen 1&2) psikologi pendidikan dan pedagogi. Kumpulan budiman sdn bhd,