College Students' Beliefs about Preschooler's Literacy Development: Results from a National Study of Jumpstart

Autor/inn/en	Adler, Martha A.; Trepanier-Street, Mary
Titel	College Students' Beliefs about Preschooler's Literacy Development: Results from a National Study of Jumpstart
Quelle	In: Early Childhood Research & Practice, 9 (2007) 2, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	College Students; Student Attitudes; Beliefs; Preschool Children; Literacy Education; Child Development; Mentors; At Risk Students; Low Income Students; Improvement Programs; Student Surveys; Developmentally Appropriate Practices; Constructivism (Learning); Program Effectiveness; Training; Pretests Posttests; National Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Belief; Glaube; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Effizienzsteigerung; Schülerbefragung; Entwicklungsbezogene Bildung; Ausbildung; Likert-Skala
Abstract	Although research indicates that early childhood literacy programs can be effective for preschoolers, little is known about the effects of programs on college student mentors. This study explored the beliefs of college students about literacy development in preschool children and whether these beliefs change after their involvement in a yearlong, intensive mentoring program intended to facilitate at-risk preschoolers' literacy development. Survey data from a large-scale national service program and a smaller local Jumpstart program were analyzed. Surveys from the national program investigated college students' beliefs about developmentally appropriate literacy practices. Sample surveys further investigated the nature of the students' beliefs, i.e., constructivist based versus skill based. Results indicate that a yearlong mentoring program positively impacted college students' beliefs and understanding about developmentally appropriate literacy practices. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01