Researchers have suggested that children who are interested in literacy activities and voluntarily engage in them are likely to become better readers than children with less literacy interest. Literacy interest, along with engaging literacy activities and responsive teaching, are important components in children's early literacy experiences. This…

Plans to improve literacy instruction (N = 1,504) developed by teachers and early literacy experts in coaching sessions (N = 280) conducted in 31 Head Start classrooms were examined to describe a general trajectory of coaching with regard to content coverage, pedagogical emphasis (instructional material, teaching behavior), and progression (new,…

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly…

This article reflects on the Kentucky Teacher Internship Program, a program that provides first-year early childhood educators support and assistance from a team of resource teachers, principals, and teacher educators through a year-long supervised internship. It discusses teacher attrition and the need to address issues of teachers' pay and…

Forty-five preschool children were interviewed and their classrooms observed to determine their ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Children with social contact with disabled classmates had significantly higher…

A study involving 40 typical preschoolers and their mothers found they talked more about children with physical disabilities than those with Down syndrome during a storytelling task, and that children's comments about children with physical disabilities were positively related to teachers' ratings of children's interactions with classmates with…

Comparison of children enrolled in regular (N=31) and inclusive (N=29) preschool programs found that children in inclusive settings had more knowledge of disabilities and gave higher acceptance ratings to children with and without disabilities than did children in regular preschool classes. (DB)

Interviews with 46 nondisabled children (ages 3 to 6) in inclusive programs found that most children were aware of physical disability, half the children were aware of sensory disabilities, but no children expressed an awareness of Down syndrome. Children were most sensitive to effects of a physical disability on a child's motor performance. (DB)

This study of 86 children (ages 30-67 months) attending a community screening clinic found that 2 factors--parents' concerns about speech, language, or cognitive skills, and parents' ratings of the child's activity on a temperament scale--accounted for 27% of the variance in the likelihood of referral to early intervention services. (Author/JDD)

This study first found that an adaptation of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children exhibited construct validity and test-retest reliability in assessing preschool children's sensitivity to age-related differences in peers' developmental abilities. Second, children with disabilities were viewed as less…