The development of children’s emergent literacy skills in kindergarten must be supported, given the significance of these skills for their future educational success. However, without further training, it may be challenging for educators to provide this support effectively. The current study aims to evaluate the impact of a relatively brief professional development program with several components on the number of emergent literacy learning opportunities offered to children. A multiple baseline design was employed with three educators of inclusive kindergarten classes for 4-year-olds. Data collection involved between 6 and 12 observation time points during the baseline phase and 18 time points for the intervention phase. Visual and statistical analyses indicated that professional development led to an increase in learning opportunities presented to children. Consequently, even if the professional development program provided was brief, it represents a promising option to support emergent literacy skills in kindergarten.
Lemire et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: