DOI: 10.1080/10862960802637612 Head Start Teachers ’ Perspectives on Early Literacy

Improvements in early literacy outcomes are increasingly expected of prekinder-garten education programs such as Head Start. Although preschool teachers are central to promoting skills linked to subsequent reading and writing competence, their views of early literacy have received minimal research attention. This study employed focus group methodology to examine perspectives on early literacy in two samples of Head Start teachers (N D 148) representing six different programs serving diverse communities in the Midwest. Analyses of 29 focus group sessions indicated that teachers were generally supportive of the inclusion of literacy goals for children but offered differing views on the relation of literacy to other goals. A dominant view was that growth in other developmental domains, especially social-emotional development, was a requisite to literacy development. Other perspectives included concurrent attention to growth in literacy and other areas, or an emphasis on children’s literacy skills as a requisite to progress in other domains. Teachers ’ conceptions of early literacy emphasized alphabet knowledge with minimal attention to phonological sensitivity skills. Variations in children’