ERIC Number: EJ1248385
Record Type: Journal
Publication Date: 2020
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Head Start Classroom Features and Language and Literacy Growth among Children with Diverse Language Backgrounds
Reilly, Shannon E.; Johnson, Anna D.; Luk, Gigi; Partika, Annie
Early Education and Development, v31 n3 p354-375 2020
Research Findings: Using a nationally representative sample of Head Start recipients, this study compared Head Start classroom contexts and English language and literacy skill trajectories for Spanish-speaking dual-language learners (DLLs) and English speakers from preschool through kindergarten. It also examined whether Head Start classroom characteristics were differentially associated with skill development across groups, both concurrently in Head Start and longitudinally in kindergarten. Results indicated that classroom characteristics tended to be similarly associated with skills across language subgroups. Regardless of language status, children whose classrooms were instructionally supportive and not overly managed tended to have higher language and/or literacy skills in Head Start. Children whose Head Start classrooms had higher Emotional Support and were not overly managed had higher kindergarten language skills. Child-initiated activities were associated with higher language skills, whereas teacher-directed activities were related to higher literacy skills. DLLs benefited more from Emotional Support and child-initiated activities in some skills. Practice or Policy: If replicated, findings have practical implications for Head Start professional development and classroom practices. Specifically, teacher professional development might focus more intensively on improving Emotional and Instructional Support, and teachers and program administrators might consider allocating more time to child-initiated and teacher-directed activities to build specific skills.
Descriptors: Early Intervention, Spanish Speaking, Bilingual Students, English Language Learners, Preschool Children, Kindergarten, Classroom Environment, Skill Development, Language Skills, Literacy, Reading Skills, Emotional Development, Student Centered Learning, Preschool Education, Student Characteristics, Family Characteristics, Teacher Characteristics, Teacher Student Relationship, Learning Activities, School Readiness, Verbal Ability
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Head Start Family and Child Experiences Survey; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A