Supporting the professional development of early childhood educators: a case study of an emergent literacy intervention project

UnrestrictedThis qualitative case study describes and analyzes the process of establishing and supporting ongoing professional development that was context-sensitive, based on research about promoting early literacy, and responsive to the needs of a group of early childhood teachers who worked with children from high poverty homes and with limited English skills. The present study is a secondary analysis of data from a 4-year emergent literacy intervention research project that was originally conducted with the support of the Center for the Improvement of Early Reading Achievement.; The participating teachers worked with the 4-year-old students enrolled at an inner-city child development center in southern California. Over 95% of these students were from high-poverty homes and most were also Latino and beginning English language learners.; The research study explores the design features and the implementation process of the professional development that contributed to the success of an emergent literacy program. The design categories included (a) instructional tools, (b) professional development that incorporated training meetings and classroom support, and (c) literacy teaching and practice that included reading and writing demonstrations, and multiple opportunities for the students to read and write. Strong levels of social interaction in the areas of (a) communication, (b) collaboration, and (c) celebration were qualities that contributed to effective implementation.; The results have theoretical, pedagogical, and policy implications for other early childhood programs that are beginning to incorporate more literacy teaching in response to growing accountability for demonstrating stronger achievement. A sociocultural theoretical model explains the interplay between the design and implementation elements of the professional development effort. Pedagogical implications include using (a) instructional practices based on research, (b) sensitivity to individual and contextual factors including language and culture, (c) access to literacy materials, (d) caring and skillful teaching, and (e) collaborative teaching that includes the use of assistants. Policy implications focus on (a) the need to build and sustain a professional community focused on learning about literacy and developing a shared vision of early literacy through ongoing training and mentoring; and (b) the need for site-level accountability and administrative support