Differentiated instruction and literacy skill development in the preschool classroom
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The Department of Human Development and Family Studies focuses on the interactions among individuals, families, and their resources and environments throughout their lifespans. It consists of three majors: Child, Adult, and Family Services (preparing students to work for agencies serving children, youth, adults, and families); Family Finance, Housing, and Policy (preparing students for work as financial counselors, insurance agents, loan-officers, lobbyists, policy experts, etc); and Early Childhood Education (preparing students to teach and work with young children and their families).
History
The Department of Human Development and Family Studies was formed in 1991 from the merger of the Department of Family Environment and the Department of Child Development.
Dates of Existence
1991-present
Related Units
- College of Human Sciences (parent college)
- Department of Child Development (predecessor)
- Department of Family Environment (predecessor)
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Abstract
The promotion of emergent literacy skills is a focus for Head Start classrooms. Teachers must find a way to meet the needs of all the students in their classroom when promoting literacy skills. Through principals of differentiated instruction, teachers are able to meet the diverse learning needs of students in a format that creates a respectful, safe learning environment. The current study explored Head Start teachers use of differentiated instruction when promoting literacy skill development in the preschool classroom. Although findings indicate that the teachers are providing skill development activities in print recognition, phonological awareness, writing skill development and oral language, an underlying factor in classroom implementation is tied to teacher feelings of support, professional development and pre-service training programs