Home Literacy Environment of African American Head Start Children

Researchers have documented culturally specific family literacy practices in which low-income families engage, which are often a function of the context in which the family is currently embedded. These practices are well documented in ethnographic literature. Although this evidence exists, its utility is limited due to small sample sizes and lack of quantitative documentation on their contribution to children's language and literacy development. This study attempted to quantify those culturally specific family literacy practices. 51 low-income African-American mother-child dyads participated. The contribution of multiple literacy practices was examined in relation to child language and literacy outcomes. Most low-income African-American families engaged in multiple literacy practices. Recommended areas for future research directions are discussed

Literate Behaviors in African American Head Start Families: A Multiple Literacies Perspective

Low literacy and illiteracy have been documented among low-income African American children. The problems associated with low literacy and illiteracy often extend into adulthood, with potentially devastating consequences. Low-income African American caregivers are frequently portrayed as devoid of any interest in their children's literacy development and achievement. Additionally, it has been suggested that these caregivers provide homes that are literacy impoverished, often without any literacy activities (e.g. shared book reading, visits to the library) occurring on a routine basis. Qualitative researchers have documented specific literacy practices in which low-income families engage. Frequently, these literacy practices are a function of the context in which the family is currently embedded. Although a qualitative literature exists regarding these literacy practices, its utility is limited due to small sample sizes and lack of quantitative documentation on their contribution to children's language and literacy development. This study attempted to bridge the gap between the qualitative and quantitative literatures. Fifty-one low-income African American mother-child dyads participated in this exploratory family literacy study. The contribution of multiple literacy practices, both traditional and non-traditional, was examined in relation to child language and literacy outcomes. It was found that most low-income African American families engaged in multiple literacy practices. Analyses revealed that although the quality of the home literacy environment contributed to children's language and literacy development, child receptive language explained most of the variance in children's preschool literacy development. Recommended areas for future research directions included standardization of an instrument to capture literacy practices that have been highlighted in both the qualitative and quantitative literatures. Additional recommendations for practitioners included providing parent training that encouraged families to use non-traditional literacy practices to help facilitate their children's literacy development

Home Literacy Environment of African American Head Start Children

<p>Researchers have documented culturally specific family literacy practices in which low-income families engage, which are often a function of the context in which the family is currently embedded.  These practices are well documented in ethnographic literature. Although this evidence exists, its utility is limited due to small sample sizes and lack of quantitative documentation on their contribution to children’s language and literacy development.  This study attempted to quantify those culturally specific family literacy practices.  51 low-income African-American mother-child dyads participated.  The contribution of multiple literacy practices was examined in relation to child language and literacy outcomes.  Most low-income African-American families engaged in multiple literacy practices.  Recommended areas for future research directions are discussed.</p&gt

Aproveitando ambientes virtuais de aprendizagem para fortalecer a preparação de professores da primeira infância em pré-serviço: pivôs do programa devido ao COVID-19 capacita práticas futuras

This critical reflection illuminates the planning, delivery, and evaluation of the ‘pivots’ an early childhood teacher preparation program made in response to the shift to virtual learning necessitated by the lock down measures prompted by the COVID-19 pandemic. The challenge was to shift two undergraduate courses from in person to a virtual format, including an inperson internship to an entirely virtual experience while maintaining a high-quality program which meets the certification requirements and professional standards. The process of moving the courses and internship to a virtual setting gave us the unique opportunity to step back and reflect on the essential conceptual knowledge and understandings necessary for teacher candidates to meet professional standards leading to certification and to becoming competent and caring professionals. Results of our critical reflection include lessons learned by the two instructors and department chair on the effective leveraging of technology to meet the challenges posed by COVID-19 leading to modifications to our program post pandemic.Esta reflexión crítica ilumina la planificación, la entrega y la evaluación de los "pivotes" que realizó un programa de preparación de maestros de la primera infancia en respuesta al cambio al aprendizaje virtual requerido por las medidas de confinamiento provocadas por la pandemia de COVID-19. El desafío era cambiar dos cursos de pregrado de un formato presencial a uno virtual, incluida una pasantía presencial a una experiencia completamente virtual, manteniendo un programa de alta calidad que cumpliera con los requisitos de certificación y los estándares profesionales. El proceso de trasladar los cursos y las pasantías a un entorno virtual nos dio la oportunidad única de dar un paso atrás y reflexionar sobre el conocimiento conceptual esencial y la comprensión necesaria para que los candidatos a docentes cumplan con los estándares profesionales que conducen a la certificación y a convertirse en profesionales competentes y solidarios. Los resultados de nuestra reflexión crítica incluyen las lecciones aprendidas por los dos instructores y el jefe de departamento sobre el aprovechamiento efectivo de la tecnología para enfrentar los desafíos que plantea el COVID-19 que conducen a modificaciones en nuestro programa después de la pandemia.Cette réflexion critique éclaire la planification, la prestation et l'évaluation des «pivots» d'un programme de préparation des enseignants de la petite enfance mis en place en réponse au passage à l'apprentissage virtuel rendu nécessaire par les mesures de verrouillage provoquées par la pandémie de COVID-19. Le défi consistait à faire passer deux cours de premier cycle d'un format en personne à un format virtuel, y compris un stage en personne, à une expérience entièrement virtuelle tout en maintenant un programme de haute qualité qui répond aux exigences de certification et aux normes professionnelles. Le processus de déplacement des cours et du stage dans un cadre virtuel nous a donné l'occasion unique de prendre du recul et de réfléchir aux connaissances et compréhensions conceptuelles essentielles nécessaires aux candidats enseignants pour répondre aux normes professionnelles menant à la certification et devenir des professionnels compétents et attentionnés. Les résultats de notre réflexion critique comprennent les leçons apprises par les deux instructeurs et le directeur du département sur l'utilisation efficace de la technologie pour relever les défis posés par le COVID-19, entraînant des modifications de notre programme après la pandémie.Essa reflexão crítica ilumina o planejamento, a entrega e a avaliação dos “pivôs” de um programa de preparação de professores da primeira infância feito em resposta à mudança para o aprendizado virtual exigida pelas medidas de bloqueio provocadas pela pandemia do COVID-19. O desafio era mudar dois cursos de graduação do formato presencial para o virtual, incluindo um estágio presencial para uma experiência totalmente virtual, mantendo um programa de alta qualidade que atendesse aos requisitos de certificação e padrões profissionais. O processo de mudança dos cursos e estágios para um ambiente virtual nos deu a oportunidade única de retroceder e refletir sobre o conhecimento conceitual essencial e os entendimentos necessários para que os candidatos a professores atendam aos padrões profissionais que levem à certificação e se tornem profissionais competentes e atenciosos. Os resultados de nossa reflexão crítica incluem lições aprendidas pelos dois instrutores e chefe de departamento sobre o aproveitamento eficaz da tecnologia para enfrentar os desafios colocados pelo COVID-19, levando a modificações em nosso programa pós-pandemia. desafios colocados pelo COVID-19 levando a modificações em nosso programa após a pandemia