Anne E. Cunningham|Jamie Zibulsky|Mia D. Callahan
Starting small: Building preschool teacher knowledge that supports early literacy development
University of California, Berkeley|University of California, Berkeley|University of California, Berkeley
growing body research emerging investigates teacher knowledge base essential supporting reading writing development elementary school level however even though increasing recognition given pivotal role preschool teachers play cultivating childrens early literacy development considerably fewer studies examined knowledge base early childhood educators paper discuss existing research literature examine recent study investigated knowledge constructs 20 preschool teachers findings indicate preschool teachers lack disciplinary knowledge required promote early literacy fact tend overestimate know creating potential obstacle seeking additional knowledge recommendations strengthening professional development programs developing robust measures preschool teacher knowledge proposed