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The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms./
Author:	Turner-Moore, Scholastica.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798368465128

The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms.
Turner-Moore, Scholastica.

The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms. - 1 online resource (136 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Texas Southern University, 2022.

Includes bibliographical references

According to the study, teachers' beliefs significantly shape the instructional practices they choose to employ in the classroom. The study's overarching goal was to ascertain whether children's emergent literacy development (ages 3 and 4) is positively influenced by their early childhood teachers' social-emotional instruction, reading pedagogy, phonological awareness activities, and educational qualifications. This study focuses on early childhood centers across the southeastern jurisdiction of the United States. The researcher selected participants from a comprehensive list of over 2,300 regional non-governmental financed early childhood programs that were publicly available through the Texas Department of Family and Protective Services (DFPS), a state-managed database. One hundred seventy-four early childhood teachers participated in the research. Multiple regression statistics were utilized to investigate the predictability of the research hypotheses at the .05 level of significance, with a primary emphasis on four independent variables.According to the findings of this study, early childhood teachers' beliefs and practices regarding phonological awareness, social-emotional learning, and reading pedagogy improved the emergent literacy development of prekindergarten children(ages 3 and 4) participating in non-government-sponsored childcare centers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798368465128Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Emergent literacy developmentIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms.
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520 $a According to the study, teachers' beliefs significantly shape the instructional practices they choose to employ in the classroom. The study's overarching goal was to ascertain whether children's emergent literacy development (ages 3 and 4) is positively influenced by their early childhood teachers' social-emotional instruction, reading pedagogy, phonological awareness activities, and educational qualifications. This study focuses on early childhood centers across the southeastern jurisdiction of the United States. The researcher selected participants from a comprehensive list of over 2,300 regional non-governmental financed early childhood programs that were publicly available through the Texas Department of Family and Protective Services (DFPS), a state-managed database. One hundred seventy-four early childhood teachers participated in the research. Multiple regression statistics were utilized to investigate the predictability of the research hypotheses at the .05 level of significance, with a primary emphasis on four independent variables.According to the findings of this study, early childhood teachers' beliefs and practices regarding phonological awareness, social-emotional learning, and reading pedagogy improved the emergent literacy development of prekindergarten children(ages 3 and 4) participating in non-government-sponsored childcare centers.
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