Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning.

摘要: Educators' language and literacy knowledge is considered important for informing classroom practices thereby supporting children's early development. This includes both disciplinary content (knowledge concerning how oral written are structured map to one another) practice of effective strategies literacy). In this study, we examined the associations among 485 childhood educators' practice, their observed practices, emergent learning 2004 children enrolled in classrooms. We found significant, positive correlations between measures indicating that educators with greater levels tended exhibit more desirable practices. also print concept, letter naming, phonological awareness learning, but not learning. The concept were mediated by practice. Together, these results reiterate importance provide some support as mechanism through which relates