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Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
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In: Australian Journal of Teacher Education (2021)
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Abstract:
Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children’s oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers
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Keyword:
early childhood education; early childhood teacher; emergent literacy; Language and Literacy Education; oral language; pre-service training
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4627&context=ajte https://ro.ecu.edu.au/ajte/vol46/iss2/3
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The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) ...
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The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) ...
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Tablet-Based Apps for Phonics and Phonological Awareness: Protocol for Evidence-Based Appraisal of Content, Quality, and Usability
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In: JMIR Res Protoc (2021)
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Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? ...
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Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? ...
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APPENDIX_1_survey – Supplemental material for Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? ...
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APPENDIX_1_survey – Supplemental material for Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? ...
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Developing a comprehensive model of risk and protective factors that can predict spelling at age seven : findings from a community sample of Victorian children
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Treatment of articulation disorders in children with cleft palate : evidence for using electropalatography.
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In: Journal of Clinical Practice in Speech Language Pathology, 14(3): 139-143 (2012)
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Oral Language predictors for the at-risk reader : a review.
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In: International Journal of Speech-Language Pathology, 10(6): 392-403 (2008)
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Differential diagnosis: How practical is it for paediatric speech pathologists
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In: ACQuiring knowledge in speech, language and hearing, 6(1): 3-5 (2004)
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The evidence base for the treatment of articulation and phonological disorders in children
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In: Evidence-Based Practice in Speech Pathology, pp. 258-287 (2004)
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A 4-year investigation into phonetic inventory development in young cochlear implant users.
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In: Journal of Speech, Language, and Hearing Research, 42(1): 141-154 (1999)
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