Logo image
Back
Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists
Journal article   Open access   Peer reviewed

Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists

Lauren Chaitow, Patricia McCabe, Natalie Munro and Alison Purcell
International journal of speech language pathology, Vol.25(5), pp.656-666
03/09/2023
DOI: https://doi.org/10.1080/17549507.2022.2115136
PMID: 36062764
pdf
Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists1.05 MBDownloadView
Published (Version of record)CC BY V4.0,  Open Access
url
Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologistsView
Published (Version of record)CC BY V4.0,  Open

Related links

Metrics

4 File views/ downloads
52 Record Views
6 Times Cited - Web of Science

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Abstract

professional development language early literacy early childhood education and care preschool
Purpose: Improving language and literacy skills in preschoolers can lead to better life outcomes. One way speech-language pathologists (SLPs) can improve these skills in preschoolers is by supporting educators through professional development (PD). However, PD in early childhood education and care (ECEC) settings is a complex intervention. To improve preschoolers' language and literacy skills using PD, SLPs must first work with educators to change or increase educators' language and literacy-promoting behaviours. This paper aimed to describe educator behaviours and preschooler skills following a real-world language and literacy PD intervention facilitated by two community SLPs. Method: Two pragmatic studies were conducted across four ECEC centres: (1) an observation study of 13 educators' self-reported language and literacy promoting behaviours, and (2) a non-randomised controlled trial investigating the language and literacy skills of 82 preschoolers as reported by their educators and parents/carers. Result: After the intervention, educators rated themselves as performing language and literacy-promoting behaviours more frequently. Educators also rated the early reading skills of preschoolers more highly after the PD intervention, but not preschoolers' oral language or early writing skills. Parents/carers did not report any significant improvements in preschoolers' skills. Conclusion: PD as an SLP intervention, whilst promising, showed mixed outcomes. Educator outcomes improved; however, preschooler outcomes were varied.

Details

Logo image