Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability |
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| Authors: | Christina Yeager Pelatti Shayne B Piasta Laura M Justice Ann O’Connell |
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| Institution: | 1. Crane Center for Early Education Research and Policy, The Ohio State University, 175 East Seventh Ave., Columbus, OH 43201, United States;2. Crane Center for Early Education Research and Policy and Department of Teaching and Learning, The Ohio State University, Columbus, OH 43201, United States;3. Crane Center for Early Education Research and Policy and Department of Educational Studies, The Ohio State University, Columbus, OH 43201, United States |
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| Abstract: | The present study examined the language- and literacy-learning opportunities of 400 young children enrolled in 81 early childhood classrooms to address two research aims: (1) to describe typical language- and literacy-learning experiences afforded to young children in classrooms, and (2) to investigate the extent to which young children had different experiences within classrooms. Results revealed that participating children, on average, spent over 18 min, or 20% of their day, learning in key language and literacy domains. Further, our findings highlight considerable between- and within-classroom variability in language- and literacy-learning opportunities and suggest that young children are afforded different experiences in their classrooms, particularly in specific learning domains. Future investigations ought to further unpack classroom educational practices to ensure that all young children develop the requisite knowledge and skills necessary for academic success in kindergarten and beyond. |
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| Keywords: | Early childhood education Learning opportunities Emergent literacy Language |
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