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ERIC Number: ED403547
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 14
Abstractor: N/A
Reference Count: N/A
Focusing on Kindergarten Children's Literacy Development: A Tale of Two Practices.
Bruneau, Beverly; Reiner, Kathleen
A study reports on a collaborative investigation in which a kindergarten teacher and a teacher educator worked together to better understand the processes of emerging literacy and emerging teaching abilities. The rural/suburban district serves a population which is diverse in terms of culture, economy, and family structure. The kindergarten teacher decided to drop the school-wide letter-a-week program to enable expansion of her theme-based program. The kindergarten teacher, teacher educator, and two field students met once monthly during the 1995-96 school year to examine children's literacy development and discuss appropriate teaching strategies. A modified print assessment was administered to all students. Results indicated that (1) 14 of the 26 children entered kindergarten with almost complete alphabet knowledge and demonstrated ability to follow print in extended text; (2) the kindergarten teacher's concerns in November focused in reporting to parents; (3) January was a month of frustration--frequent snow days interrupted the daily routine and the students did not seem to be progressing beyond the November gains; and (4) March became a month of major growth--all but one child had more than surpassed the required curriculum. The kindergarten teacher and the teacher educator continued their work into the next school year. Findings suggest that teachers and teacher educators can work and learn together within realistic time constraints, the kindergarten teacher was able to affirm her decision to create her own curriculum, and the preservice teachers confronted the reality of the wide range of student abilities and interests. (Contains 17 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A