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Direct linkNguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine – Grantee Submission, 2016
In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize,…
Descriptors: Predictor Variables, Mathematics Skills, Grade 5, Preschool Children
Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle – Early Education and Development, 2018
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…
Descriptors: Self Management, Intervention, Preschool Teachers, Language Usage
Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – Language, Speech, and Hearing Services in Schools, 2015
Purpose: The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Method: Thirty-one educators and 4 children from each of their classrooms (N = 121)…
Descriptors: Coaching (Performance), Faculty Development, Emergent Literacy, Literacy Education
Mendive, Susana; Weiland, Christina; Yoshikawa, Hirokazu; Snow, Catherine – Journal of Educational Psychology, 2016
"Un Buen Comienzo" [A Good Start] was a professional development program implemented with prekindergarten and kindergarten teachers in Chilean public schools serving low-income families. In a randomized trial, the program showed moderate to large impacts on classroom quality but no impacts on targeted child outcomes. To unpack these…
Descriptors: Foreign Countries, Preschool Teachers, Professional Development, Kindergarten
Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice – American Journal of Speech-Language Pathology, 2012
Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally…
Descriptors: Foreign Countries, Oral Language, Speech Language Pathology, Emergent Literacy
Vlach, Haley A.; Carver, Sharon M. – Early Childhood Research & Practice, 2008
Education programs have fostered advanced levels of graphic representation ability in young children but have not detailed the specific mechanisms responsible for the accelerated growth. Research suggests that between 6 and 8 years of age children begin to observe more carefully before drawing and that observation prompts aid children's…
Descriptors: Childrens Art, Observation, Scores, Early Childhood Education
