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Early childhood teachers’ writing beliefs and practices

This study examined the early writing beliefs, ideas, and practices of 54 early childhood teachers. Teachers completed a survey designed to examine their early writing beliefs and provided definitions about early writing development through a written response. Teachers were also observed in their cl...

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Detalles Bibliográficos
Autores principales: Bingham, Gary E., Gerde, Hope K.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10666741/
https://www.ncbi.nlm.nih.gov/pubmed/38022964
http://dx.doi.org/10.3389/fpsyg.2023.1236652
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author Bingham, Gary E.
Gerde, Hope K.
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Gerde, Hope K.
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description This study examined the early writing beliefs, ideas, and practices of 54 early childhood teachers. Teachers completed a survey designed to examine their early writing beliefs and provided definitions about early writing development through a written response. Teachers were also observed in their classrooms and writing practices were coded for instructional strategy employed by the teacher (i.e., modeling and scaffolding approaches) and the instructional focus of these interactions with attention to early writing skill. Teachers’ definitions of writing often emphasized specific writing skills, with most teachers emphasizing handwriting. Teachers were observed enacting a range of modeling and scaffolding practices to support early writing, but the majority of interactions focused on handwriting supports. Teachers’ definitions of writing and their responses to the teacher belief survey were unrelated to each other, but differentially related to writing skills emphasized in interactions with children. Teachers who identified more than one writing component in their definition were more likely to enact practices to support children’s writing concept knowledge, while teachers who espoused more developmentally appropriate early writing beliefs on the survey were more likely to engage children in spelling focused interactions. Findings have implications for the study of teachers’ beliefs about writing as well as the need for professional learning supports for preschool teachers.
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spelling pubmed-106667412023-11-09 Early childhood teachers’ writing beliefs and practices Bingham, Gary E. Gerde, Hope K. Front Psychol Psychology This study examined the early writing beliefs, ideas, and practices of 54 early childhood teachers. Teachers completed a survey designed to examine their early writing beliefs and provided definitions about early writing development through a written response. Teachers were also observed in their classrooms and writing practices were coded for instructional strategy employed by the teacher (i.e., modeling and scaffolding approaches) and the instructional focus of these interactions with attention to early writing skill. Teachers’ definitions of writing often emphasized specific writing skills, with most teachers emphasizing handwriting. Teachers were observed enacting a range of modeling and scaffolding practices to support early writing, but the majority of interactions focused on handwriting supports. Teachers’ definitions of writing and their responses to the teacher belief survey were unrelated to each other, but differentially related to writing skills emphasized in interactions with children. Teachers who identified more than one writing component in their definition were more likely to enact practices to support children’s writing concept knowledge, while teachers who espoused more developmentally appropriate early writing beliefs on the survey were more likely to engage children in spelling focused interactions. Findings have implications for the study of teachers’ beliefs about writing as well as the need for professional learning supports for preschool teachers. Frontiers Media S.A. 2023-11-09 /pmc/articles/PMC10666741/ /pubmed/38022964 http://dx.doi.org/10.3389/fpsyg.2023.1236652 Text en Copyright © 2023 Bingham and Gerde. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Bingham, Gary E.
Gerde, Hope K.
Early childhood teachers’ writing beliefs and practices
title Early childhood teachers’ writing beliefs and practices
title_full Early childhood teachers’ writing beliefs and practices
title_fullStr Early childhood teachers’ writing beliefs and practices
title_full_unstemmed Early childhood teachers’ writing beliefs and practices
title_short Early childhood teachers’ writing beliefs and practices
title_sort early childhood teachers’ writing beliefs and practices
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10666741/
https://www.ncbi.nlm.nih.gov/pubmed/38022964
http://dx.doi.org/10.3389/fpsyg.2023.1236652
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