Emerging Literacy Views and Practices: Results From a National Survey of Head Start Preschool Teachers.

EDUCATION; POOR children; PRESCHOOL education; HEAD Start programs; EARLY childhood teachers; PRESCHOOL teachers; LITERACY; PHONOLOGICAL awareness; CHILD development

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice. [ABSTRACT FROM AUTHOR]

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