Literacy Matters - Vol 21 - Winter 2021

Using Early Learning and Development Standards for Intentional Literacy Instruction in Early Childhood Classrooms

by Teressa Sumrall, PhD, Appalachian State University and Rebecca Lee Payne Jordan, PhD, Appalachian State University

Literacy Matters Reading Matters

ABSTRACT—This article describes the role of Early Learning and Development Standards (ELDS) in planning and enacting intentional literacy instruction in early childhood classrooms. We begin with an exposition on the importance of the teachers in early childhood classrooms, provide a brief description of the history and purpose of ELDS, describe a simple assessment and curriculumprocess teachers can follow, and then offer a vignette elucidating that process as it relates to language and literacy development and instruction in an early childhood classroom. Introduction Knowledgeable teachers are a well-accepted and scientifically- evidenced necessity for student learning to occur (Darling- Hammond, 2000a; Darling-Hammond & Bransford, 2007). Effective teachers are considered to be the most significant single school-level factor in supporting student growth (Opper, 2019). The importance of effective teachers in early literacy development is similarly apparent (Piasta, Connor, Fishman, & Morrison, 2009; Risko et al., 2008). What children learn about language and literacy during early childhood experiences sets the foundation for all future learning (Snow, Burns, & Griffin, 1998). During early childhood experiences, children are developing (a) listening and speaking skills, which will translate to reading and writing skills, (b) interest in books and motivation to read and write, (c) book knowledge, including concepts of print, (d) phonological awareness, and (e) knowledge of the alphabet and the alphabetic principle (Adams, 1990; Castles, Rastle, & Nation, 2018; Whitehurst & Lonigan, 2001). Teachers must be aware of all that children are learning during this critical period of language and literacy acquisition and motivation development so that they can capitalize on gains and further support students’growth. Unfortunately, many studies have depicted less-than-optimal emergent literacy content knowledge among early childhood and primary classroom teachers (Crim et al., 2008; Jordan, Vernon- Feagans, & Bratsch-Hines, 2018; Neuman & Cunningham, 2009). This consideration of content knowledge is important since, theoretically, knowledge informs the selection and enactment of instructional practices (Shulman, 1987). While the majority of studies that have explicitly examined the relations between early childhood literacy content knowledge and classroom practices have been conducted with elementary populations (Jordan & Bratsch-Hines, 2020; McCutchen et al., 2002; Puliatte & Ehri, 2018), there have been explorations of this relationship in early childhood settings (Piasta et al., 2018; Schachter et al., 2016). Across early childhood and elementary settings, the majority of

studies have identified significant associations between teachers’ knowledge and instructional practice. For example, Puliatte and Ehri (2018) identified moderate positive associations between teacher content knowledge and self-reported spelling instruction, McCutchen et al. (2002) reported teachers with greater content knowledge were more likely to use explicit phonological awareness instruction, and Piasta et al. (2018) reported significant effects of teacher knowledge on classroom practices. Likewise, Schachter et al. (2016) found that preschool teachers’content knowledge predicted the amount of their observed oral language and vocabulary instruction. From these studies, it seems that developing highly knowledgeable early childhood educators is critical. Early Learning Development Standards States’Early Learning and Development Standards (ELDS) documents are valuable resources that can promote early childhood teachers’development of content knowledge, which in turn, can promote effective instructional practices that support student learning (Petersen, Jones, McGinley, & Zero to Three, 2008). ELDS describe expectations about what young children should know and be able to do during specified age ranges prior to children entering kindergarten (NAEYC & NAECS/SDE, 2002; Petersen et al., 2008). Expanding on this definition, the Early Childhood Education Assessment Consortium of the Council of Chief State School Officers (CCSSO) articulate these learning expectations should be across multiple domains of development (Council of Chief State School Officers, 2008). While supporting development across all domains and content areas is essential for children’s holistic development, we are intentionally focusing on using ELDS to support children’s language and literacy development. To illustrate how language and literacy standards can be used to enhance early childhood teachers’ content knowledge and support their instructional practices, we will utilize the South Carolina Early Learning Standards (South Carolina Early Learning Standards Interagency Stakeholder Group, 2017). This document can be accessed at the South Carolina Department of Education website (https://ed.sc.gov/instruction/adult-education/ family-literacy/south-carolina-early-learning-standards-pdf/). The South Carolina Early Learning Standards, developed by an interagency task force in 2017, describes expectations for children’s development from infancy through kindergarten entry. Important broad learning goals and specific developmental indicators are organized into six developmental domains: Approaches to Play and Learning (APL), Emotional and Social Development (ESD), Health and Physical Development (HPD), Language Development and Communication(LDC), Mathematical Thinking and Expression (MTE),

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