Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4152
Title: 
Early literacy classroom practices
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Issue Date: 
Jul-2009
Abstract: 
This study explores the complex relationships between teacher beliefs and practices in developing children's literacy skills among preschool teachers from eight centres. Teacher belief is defined broadly as assumptions about students, classrooms, curriculum and the academic material to be taught.

Using a 5-point Likert scale, teachers were asked to fill out a questionnaire and rate their commitment to teaching, the efficacy of the school management in planning early childhood programs, parental support, student needs and teachers' instructional focus and self-report on the various classroom pedagogical strategies they employ in the classroom.

The quantitative data on teacher beliefs is then linked to observed classroom practices and the quantity and quality of classroom materials used. It was found that where the perceived objective of preschool education is primary school-readiness, classroom observations show that the curriculum is assessment-driven, and the nature of tasks and assignments given to the children is repetitive and classroom instruction didactic, with focus on developing basic literacy skills. Teaching materials generally include workbooks, worksheets and very little curriculum time is given to shared-book reading, extended discourse as well as the connectedness of the lessons to the real world.

The findings have practical implications for early childhood teacher education and training as beliefs are a major determinant of behaviour as teachers make classrooms decisions and the outcome of these beliefs is the children's literacy acquisition.
Description: 
NOTE: Report access is restricted. For more information on the said project, please contact oer.rsu@nie.edu.sg
URI: 
Project number: 
CRP 16/05 AN
Appears in Collections:CRPP - Research Reports

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