Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1632
Marisa Macy
Barriers related to assessment may prevent high quality transition practices from occurring. Traditionally, assessment of young children involves table top testing where an assessor asks a child to perform standardized tasks that are often lacking developmental appropriateness with unfamiliar materials, in unfamiliar environments like a sterile clinical setting, and/or with people who are unfamiliar to the child. True skills may not be observed under such conditions as a traditional assessment. Alternatively, professionals today across multiple sectors use authentic assessment to measure child outcomes that can be used to better understand children’s development and learning during the transition from preschool to kindergarten process. Authentic “real-life” assessments measure skills that are functional rather than contrived, discrete tasks. This research-to-practice article shares practical application for authentic assessment leading to high quality transitions for children and families from preschool to kindergarten.
{"title":"Authenticity of Assessment in Inclusive Spaces","authors":"Marisa Macy","doi":"10.55370/hsdialog.v26i2.1632","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1632","url":null,"abstract":"Barriers related to assessment may prevent high quality transition practices from occurring. Traditionally, assessment of young children involves table top testing where an assessor asks a child to perform standardized tasks that are often lacking developmental appropriateness with unfamiliar materials, in unfamiliar environments like a sterile clinical setting, and/or with people who are unfamiliar to the child. True skills may not be observed under such conditions as a traditional assessment. Alternatively, professionals today across multiple sectors use authentic assessment to measure child outcomes that can be used to better understand children’s development and learning during the transition from preschool to kindergarten process. Authentic “real-life” assessments measure skills that are functional rather than contrived, discrete tasks. This research-to-practice article shares practical application for authentic assessment leading to high quality transitions for children and families from preschool to kindergarten.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1652
Jennifer Baucom, Rebecca Shore, Richard Lambert
The term “kindergarten readiness” lacks a formal definition. The need for a single, widely accepted definition for this term is necessary for teachers and educational leaders to prepare children and their families for the start of formal education. This study was conducted to understand the perceptions of preschool and kindergarten teachers concerning typically developing students on day 60 of kindergarten in the state of North Carolina. Focus groups were used to determine particular skills that a kindergartener should exhibit by that point in school in order to be successful during that year. Both groups of teachers were knowledgeable about the developmental continuum kindergartners should follow in order to achieve needed skills according to the North Carolina Early Learning Inventory. A second finding was that kindergarten teachers scored students lower than preschool teachers on the anticipated ability of their students to achieve a skill. All teachers considered some skills were introduced in the inventory prematurely. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme.
{"title":"An Investigation of Kindergarten Readiness Based on Early Literacy Inventory Scores","authors":"Jennifer Baucom, Rebecca Shore, Richard Lambert","doi":"10.55370/hsdialog.v26i2.1652","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1652","url":null,"abstract":"The term “kindergarten readiness” lacks a formal definition. The need for a single, widely accepted definition for this term is necessary for teachers and educational leaders to prepare children and their families for the start of formal education. This study was conducted to understand the perceptions of preschool and kindergarten teachers concerning typically developing students on day 60 of kindergarten in the state of North Carolina. Focus groups were used to determine particular skills that a kindergartener should exhibit by that point in school in order to be successful during that year. Both groups of teachers were knowledgeable about the developmental continuum kindergartners should follow in order to achieve needed skills according to the North Carolina Early Learning Inventory. A second finding was that kindergarten teachers scored students lower than preschool teachers on the anticipated ability of their students to achieve a skill. All teachers considered some skills were introduced in the inventory prematurely. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1605
Carla Caringi Barron, Claire Vallotton, Ann Stacks, Olivia Oates, Anike Adekoya, Maria Muzik, Katherine Rosenblum, Holly Brophy-Herb
This qualitative study documented perspectives of professionals and parents who were involved in the implementation of an attachment-based training for parents and teachers in Early Head Start (EHS). Eight university-based facilitators, 20 EHS teachers, and 13 parents participated in focus groups to better understand the appropriateness, acceptability, and feasibility of Hearts and Minds on Babies (HMB); a group-based, multi-session training with the goal of supporting social emotional development in young children through promotion of reflective functioning and mindfulness strategies for teachers and parents. Data suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study also helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites.
{"title":"Implementation of an Integrated Training for Parents and Teachers in Early Head Start","authors":"Carla Caringi Barron, Claire Vallotton, Ann Stacks, Olivia Oates, Anike Adekoya, Maria Muzik, Katherine Rosenblum, Holly Brophy-Herb","doi":"10.55370/hsdialog.v26i2.1605","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1605","url":null,"abstract":"This qualitative study documented perspectives of professionals and parents who were involved in the implementation of an attachment-based training for parents and teachers in Early Head Start (EHS). Eight university-based facilitators, 20 EHS teachers, and 13 parents participated in focus groups to better understand the appropriateness, acceptability, and feasibility of Hearts and Minds on Babies (HMB); a group-based, multi-session training with the goal of supporting social emotional development in young children through promotion of reflective functioning and mindfulness strategies for teachers and parents. Data suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study also helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1653
Jennifer Baucom, Rebecca Shore, Richard Lambert
This research to practice article accompanies a study involving focus groups of preschool teachers and kindergarten teachers investigating what is meant by the term kindergarten readiness. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme. This article delves more deeply into the daily practices of early childhood educators while working to better prepare children for kindergarten and beyond and recommends six concrete steps for educators and parents toward reaching this level of preparedness for kindergarten.
{"title":"Steps Towards Increasing Kindergarten Readiness","authors":"Jennifer Baucom, Rebecca Shore, Richard Lambert","doi":"10.55370/hsdialog.v26i2.1653","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1653","url":null,"abstract":"This research to practice article accompanies a study involving focus groups of preschool teachers and kindergarten teachers investigating what is meant by the term kindergarten readiness. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme. This article delves more deeply into the daily practices of early childhood educators while working to better prepare children for kindergarten and beyond and recommends six concrete steps for educators and parents toward reaching this level of preparedness for kindergarten.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1607
Teressa Sumrall, Rebecca Lee Payne Jordan
Children’s play is a primary vehicle for learning in early childhood classrooms. In order for teachers to effectively support learning, they must become attuned to how children are demonstrating progress towards important educational goals, such as those described in states’ Early Learning and Development Standards (ELDS). In the research study which this article is based on, we investigated preschool teachers’ ability to identify evidence of early literacy developmental milestones in children’s play, connect these milestones to ELDS, and plan reasonable learning-rich extensions that built on children’s developmental readiness. We found that teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions that would support children’s learning. This was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications and recommendations for teachers and professional development are provided.
{"title":"Capitalizing on Early Literacy Standards in Play","authors":"Teressa Sumrall, Rebecca Lee Payne Jordan","doi":"10.55370/hsdialog.v26i2.1607","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1607","url":null,"abstract":"Children’s play is a primary vehicle for learning in early childhood classrooms. In order for teachers to effectively support learning, they must become attuned to how children are demonstrating progress towards important educational goals, such as those described in states’ Early Learning and Development Standards (ELDS). In the research study which this article is based on, we investigated preschool teachers’ ability to identify evidence of early literacy developmental milestones in children’s play, connect these milestones to ELDS, and plan reasonable learning-rich extensions that built on children’s developmental readiness. We found that teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions that would support children’s learning. This was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications and recommendations for teachers and professional development are provided.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1654
Rebecca Shore
{"title":"Facilitating Transitions","authors":"Rebecca Shore","doi":"10.55370/hsdialog.v26i2.1654","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1654","url":null,"abstract":"","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1355
Carla Caringi Barron, Claire Vallotton, Ann Stacks, Olivia Oates, Anike Adekoya, Maria Muzik, Katherine Rosenblum, Holly Brophy-Herb
Early care and education (ECE) programs often struggle to consistently engage parents in programming that supports caregiving at home. As part of an Early Head Start (EHS) University Partnership, we adapted an attachment-based, reflective training program centered on supporting teachers to share information with parents; and investigated its appropriateness, acceptability, and feasibility in the context of EHS. Qualitative data from university-based facilitators (n = 8), infant/toddler teachers (n = 20), and parents (n =13), suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites. This study tapped the perspectives of stakeholders and provides insights that will support the implementation of ongoing, reflective training models across the ECE system.
{"title":"Bridging the Gap: Feasibility, Appropriateness, and Acceptability of an Integrated Attachment-Based Training for Teachers and Parents in Early Head Start","authors":"Carla Caringi Barron, Claire Vallotton, Ann Stacks, Olivia Oates, Anike Adekoya, Maria Muzik, Katherine Rosenblum, Holly Brophy-Herb","doi":"10.55370/hsdialog.v26i2.1355","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1355","url":null,"abstract":"Early care and education (ECE) programs often struggle to consistently engage parents in programming that supports caregiving at home. As part of an Early Head Start (EHS) University Partnership, we adapted an attachment-based, reflective training program centered on supporting teachers to share information with parents; and investigated its appropriateness, acceptability, and feasibility in the context of EHS. Qualitative data from university-based facilitators (n = 8), infant/toddler teachers (n = 20), and parents (n =13), suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites. This study tapped the perspectives of stakeholders and provides insights that will support the implementation of ongoing, reflective training models across the ECE system.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1507
Marisa Macy, Mark Reid, Robert Macy
This study investigated the interrater agreement between parents of young children and the early childhood professionals working with their family as they transition from preschool to kindergarten. The goal of this research is to identify clusters of greatest congruence and divergence. We examined clusters of agreement between 24 parent and educator dyads from rural Head Start programs in the Midwest. Differences in parent and professional assessment are represented, as well as areas where there are strong convergence. Results draw attention to the items where parents and professionals have greatest difference in the assessment. This study has implications for co-production of services for children and their families with professionals.
{"title":"What are Convergence and Divergence in How Parents and Educators Interpret Child Development When Preschoolers Transition to Kindergarten?","authors":"Marisa Macy, Mark Reid, Robert Macy","doi":"10.55370/hsdialog.v26i2.1507","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1507","url":null,"abstract":"This study investigated the interrater agreement between parents of young children and the early childhood professionals working with their family as they transition from preschool to kindergarten. The goal of this research is to identify clusters of greatest congruence and divergence. We examined clusters of agreement between 24 parent and educator dyads from rural Head Start programs in the Midwest. Differences in parent and professional assessment are represented, as well as areas where there are strong convergence. Results draw attention to the items where parents and professionals have greatest difference in the assessment. This study has implications for co-production of services for children and their families with professionals.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.55370/hsdialog.v26i2.1487
Rebecca Payne Jordan, Teressa Sumrall
Teachers must be attuned to the way play supports children’s progress towards meeting developmental milestones, such as those described in Early Learning and Developmental Standards (ELDS), given that play is a primary vehicle for learning in early childhood classrooms. Using a semi-structured interview protocol, eight early childhood educators were shown two vignettes of children at play, asked to identify evidences of literacy development, and asked which ELDS those evidences indicated. Teachers were also asked to develop an instructional extension based on the achievement and needs noted in the vignettes. Teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions to advance children’s learning, though this was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications for teacher education and professional development are provided.
{"title":"Preschool Teachers' Sensitivity to Early Literacy Milestones in Play","authors":"Rebecca Payne Jordan, Teressa Sumrall","doi":"10.55370/hsdialog.v26i2.1487","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i2.1487","url":null,"abstract":"Teachers must be attuned to the way play supports children’s progress towards meeting developmental milestones, such as those described in Early Learning and Developmental Standards (ELDS), given that play is a primary vehicle for learning in early childhood classrooms. Using a semi-structured interview protocol, eight early childhood educators were shown two vignettes of children at play, asked to identify evidences of literacy development, and asked which ELDS those evidences indicated. Teachers were also asked to develop an instructional extension based on the achievement and needs noted in the vignettes. Teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions to advance children’s learning, though this was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications for teacher education and professional development are provided.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1567
Megan Kunze, Berenice De la Cruz
The purpose of this report is to describe a behavior consultation model that has been successfully tested in early childhood classrooms. A behavior consultant can assist in a teachers’ use of behavior analytic techniques, which have proven successful in classroom settings when applied. Recommendations for choosing a behavior consultant and successful behavior strategies are presented.
{"title":"Behavioral Consultation in Inclusive Preschool Classrooms","authors":"Megan Kunze, Berenice De la Cruz","doi":"10.55370/hsdialog.v26i1.1567","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1567","url":null,"abstract":"
 
 
 The purpose of this report is to describe a behavior consultation model that has been successfully tested in early childhood classrooms. A behavior consultant can assist in a teachers’ use of behavior analytic techniques, which have proven successful in classroom settings when applied. Recommendations for choosing a behavior consultant and successful behavior strategies are presented.
 
 
","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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