Preschool Teachers' Beliefs About Appropriate Early Literacy and Mathematics Education for Low- and Middle-Socioeconomic Status Children

This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at priva...

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Bibliographic Details
Published in:Early education and development 2007-03, Vol.18 (1), p.111-143
Main Authors: Lee, Joon Sun, Ginsburg, Herbert P.
Format: Article
Language:English
Subjects:
Beliefs
Childhood Interests
Comparative Analysis
Computer Uses in Education
Emergent Literacy
Interpersonal Competence
Interviews
Learning Readiness
Literacy Education
Mathematics Education
Preschool Teachers
Professional Development
Socioeconomic Status
Teacher Attitudes
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Summary:This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409280701274758