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| Autor principal: | |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1992
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=ED350562 |
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| _version_ | 1867181843152896000 |
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| author | Wilson, Marjorie S. |
| author_facet | Wilson, Marjorie S. Wilson, Marjorie S. |
| collection | Education Resources Information Center |
| contents | Helping Young Children Gain in Literacy: Implementing a Whole Language Approach in Prekindergarten. Wilson, Marjorie S. Early Intervention Emergent Literacy Inservice Teacher Education Instructional Effectiveness Parent Participation Preschool Children Preschool Education Whole Language Approach A practicum was developed to assist prekindergarten teachers present a whole language approach in their already developmentally appropriate classes. Six teachers from three classrooms serving 63 four- and five-year-old children participated in on-site training and weekly consultations. The teachers were all experienced paraprofessionals with Child Development Associate (CDA) credentials. The children were admitted to the prekindergarten program based on income eligibility. The teachers attended five 2-hour workshops on how young children learn about reading and writing in a whole language approach classroom. The teachers learned about the use of predictable big books and ways to provide print experiences throughout the room. An attempt was made to involve parents through a meeting on the whole language approach, a book sale, and a lending library. The final checklist of each classroom documents a large increase in print opportunities, teacher encouragement and child participation with print. Although the parent meetings were held and children's books sold, parents did not become active participants in the process. The teachers believed the parents needed more information about the program's parental expectations prior to the program's start. (Twenty-nine references, a list of questions about the whole language project, a checklist for whole language classrooms, the schedule for the teacher workshop, a children's checklist, a letter to parents, and a description of a whole language classroom are attached.) (Author/RS) |
| format | Recurso educativo Open Access |
| id | eric_ED350562 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1992 |
| record_format | eric |
| spellingShingle | Helping Young Children Gain in Literacy: Implementing a Whole Language Approach in Prekindergarten. Wilson, Marjorie S. Early Intervention Emergent Literacy Inservice Teacher Education Instructional Effectiveness Parent Participation Preschool Children Preschool Education Whole Language Approach Helping Young Children Gain in Literacy: Implementing a Whole Language Approach in Prekindergarten. Wilson, Marjorie S. Early Intervention Emergent Literacy Inservice Teacher Education Instructional Effectiveness Parent Participation Preschool Children Preschool Education Whole Language Approach A practicum was developed to assist prekindergarten teachers present a whole language approach in their already developmentally appropriate classes. Six teachers from three classrooms serving 63 four- and five-year-old children participated in on-site training and weekly consultations. The teachers were all experienced paraprofessionals with Child Development Associate (CDA) credentials. The children were admitted to the prekindergarten program based on income eligibility. The teachers attended five 2-hour workshops on how young children learn about reading and writing in a whole language approach classroom. The teachers learned about the use of predictable big books and ways to provide print experiences throughout the room. An attempt was made to involve parents through a meeting on the whole language approach, a book sale, and a lending library. The final checklist of each classroom documents a large increase in print opportunities, teacher encouragement and child participation with print. Although the parent meetings were held and children's books sold, parents did not become active participants in the process. The teachers believed the parents needed more information about the program's parental expectations prior to the program's start. (Twenty-nine references, a list of questions about the whole language project, a checklist for whole language classrooms, the schedule for the teacher workshop, a children's checklist, a letter to parents, and a description of a whole language classroom are attached.) (Author/RS) |
| title | Helping Young Children Gain in Literacy: Implementing a Whole Language Approach in Prekindergarten. |
| topic | Early Intervention Emergent Literacy Inservice Teacher Education Instructional Effectiveness Parent Participation Preschool Children Preschool Education Whole Language Approach |
| url | https://eric.ed.gov/?id=ED350562 |