• A Longitudinal Study to Investigate Young Children’s Changing Perceptions and Abilities within the Writing Process

      Whited, Frances Moroney; Keefer, Lynne Ellen; The College at Brockport (1983-05-01)
      This two year longitudinal study was designed to investigate young children’s changing perceptions and abilities within the writing process. Twenty-one children were interviewed and asked to produce writing samples at four intervals during two school years, nursery school and kindergarten. Responses to questions were categorically arranged and writing episodes were classified among five levels that emerged. Changes among categories and levels were reported and observations were discussed. Data suggested that children have a limited perspective of the functions of writing. Children were observed to progress from writing their own name, to writing names of significant others, to writing one syllable words as they developed within the writing process. It was reasoned that this sequence is psycholinguistically logical because it permits children to meaningfully explore written language from a global to a specific perspective. Secondary findings included the observation that children increased use of language strategies as they progressed through the five levels, found school adjustment and mechanics of writing to be demanding and perhaps constraining, and perceived letter formation and spelling to be obstacles in writing. It was theorized that drawing may be indicative of progress if it is used as a rehearsal or negotiating strategy. Results of this study suggest that teachers need to make children aware of the functions of writing through modeling, reading, and other activities. They must analyze children’s writing carefully to evaluate progress and plan for instruction. Children must be encouraged to explore language through various strategies. Implications for research included discovering and testing techniques for modeling functions of writing, and finding evidence of the minimum-quantity hypothesis in English speaking children.
    • An Investigation of What Parents of Kindergarten Children Would do with and for Their Children Before Entering Kindergarten

      Anderson, Kristen; The College at Brockport (2002-05-01)
      The purpose of this study was to investigate what parents of kindergarten children would do with or for their children before entering kindergarten given no restraints on time, money and opportunity. Five hundred questionnaires were sent out to parents of kindergarten children in suburban, rural, inner city, and urban school districts. The data were compared and categorized. Two bar graphs were made to show the results. The results of this study suggest that parents of kindergarten children have similar views on what a child should know and experience before entering kindergarten, with the emphasis being on academics and socialization.
    • Comparing the Relationship of Verbal Imaging Instructions and Kindergartners' Abilities to Retell a Story

      Webster, Sheelarani P.; The College at Brockport (1997-08-01)
      The purpose of this study was to determine if there was a statistically significant difference in kindergartners' abilities to retell a story when they were given verbal imaging instructions as compared to retelling a story when no verbal imaging instructions were given. The subjects of this study were twenty-six kindergarten children attending an urban school district in Western New York State. The subjects listened to a chapter of a story and were asked to retell the structural elements in the chapter. The same subjects listened to another chapter of the same story, comparable in length and complexity, but this time the subjects received verbal imaging instructions. The subjects were asked once again to retell the structural elements of the chapter. The story retellings were compared through the use of a t test. The results showed a statistically significant difference in childrens' abilities to retell the story.
    • Effectiveness of Early Childhood Education Programs on the Literacy Learning of Children from Low Socioeconomic Status Backgrounds

      Joseph-McEwen, Debra A.; Morris, Alyssa; The College at Brockport (2015-05-15)
      Research studies have indicated that children’s introduction and engagement in culturally responsive, age appropriate and relevant literacy instruction within Early Childhood Education influences the literacy learning and development of young children in their early stages of life. This research is designed to develop a deeper understanding of how literacy practices and approaches within Early Childhood Education Intervention influence the literacy learning of children ages 3-5 from underserved communities. The research supported the idea that utilizing effective student-centered early education and early intervention practices and approaches to impact the growth and development of children to promote improved future literacy learning outcomes.
    • How do children's early literacy experiences impact their first year of schooling?

      Morath, Ashley E.; The College at Brockport (2007-08-01)
      Through my research, I will explore the notion of family literacy. Students' early literacy experiences don't suddenly begin when they start their first year of schooling. What happens from the time children are born until they reach their first year at school? Early literacy experiences begin at home where children explore diverse family literacy experiences. The objective of my project is to take a closer look at students' home literacy experiences. More specifically, I will be focusing on how when one discovers children's home literacy environments and experiences it may offer opportunities to enhance learning during their first year of schooling. Family literacy is the way in which parents, children, and extended family members use literacy at home and in their communities (Flippo, 2003). Denny Taylor first used the term 'family literacy' in 1983. Family literacy can be perceived differently by many. Some may look at family literacy in regards to educational professionals fostering parents' knowledge about preparing their children for success in school. Others may view family literacy as the literacy events that children have with their families and communities. I am looking at the later to explore how these literacy experiences at home may differ from literacy experiences explored at school. Families and their children share funds of knowledge that teachers can discover and integrate into the classroom community. In my research plan I utilize home visits and interviews to discover new and meaningful ways to incorporate students' home experience to school to create a more developmentally appropriate learning environment.
    • Perceptions of Parents, Preschool Teachers, and Kindergarten Teachers Regarding School Readiness

      Reding, Erin Marie; The College at Brockport (2004-05-01)
      The following project encompasses the term school readiness. School readiness is fully examined using definitions, research studies, and a survey compiled from one suburban school district. This study is similar to a study done by Welch and White (1999).The survey used was created from questions in their study. This study had similar results to that of Welch and White (1999). The project consists of four parts including an introduction, a literature review, of 25 related articles and studies, the methodology and data analysis of the survey used, and finally a discussion about school readiness and the results of the survey. The main result of this study found that the school community surveyed had similar results to other studies examined in this project. Results indicated that parents and preschool teachers placed a higher emphasis on academic skills than kindergarten teachers did. Kindergarten teachers placed a greater importance on social skills. The school community surveyed in this project was closely aligned in their beliefs about school readiness. Only four out of the fifteen questions asked had significant differences. Further examination of these questions found that there was a significant difference within the kindergarten teachers group themselves concerning the importance of academic skills. Kindergarten teachers teaching more than ten years placed less importance on academic skills than did kindergarten teachers with less than ten years experience.
    • The Effect of Family Literacy on Kindergarten Success

      Burgio, Tracey Miranda; The College at Brockport (2011-11-01)
      The Effect of Family Literacy on Kindergarten Success study took place in a rural school district located in western New York. Five students were randomly chosen out of a kindergarten class that contained sixteen students. Parent surveys, a teacher interview and four classroom observations were conducted in order to collect research. Data was analyzed and four conclusions were made. Conversation is an important part of students' success in kindergarten. Parents included creative responses when answering what types of literacy activities they participate in with their children. Few parents reported daily reading and writing activities with their children. Lastly, it was concluded that the choices that students make during free play correlate with the activities that they participate in at home with their families. This study provided an opportunity for the researcher to see the important role that family literacy plays in kindergarten success as well as seek out ways of how to make family literacy known in the homes of her future students.
    • The Effects of Parent Workshops on the Home Literacy Environments of Urban Prekindergarten Children

      Neckers, Kristen Ruth; The College at Brockport (1998-05-01)
      The purpose of this study was to determine if a series of parent workshops based on early literacy development would empower parents to provide their prekindergarten children with increased literature-rich materials and experiences within their homes. The fifteen subjects were the parents of prekindergarten students attending an urban school in western New York. The subjects attended a series of parent workshops which focused on incorporating literature events into everyday life activities. The subjects completed a pre survey and post survey. This researcher-designed survey was used as a pre-assessment and post-assessment to determine the quantity of literature-rich materials which were present and activities which occurred within each subject's home. This study shows an effective model for a parent workshop directed at helping urban prekindergarten parents develop their children's language and literacy skills in their home environment. The results of this study indicated that parents did provide for more literacy development to occur. It is apparent from the survey results, that the workshop participants facilitated an increased awareness of the text in their children's everyday lives.
    • The Positive Effects of Picture Books Providing Acceptance of Diversity in Social Studies and Increased Literacy in Early Childhood Education

      Corey, Mary E.; Heinsbergen, Natalie A.; The College at Brockport (2013-12-20)
      Early childhood education prepares young children for schooling from the moment they are born. Infants, toddlers and preschoolers take in new concepts and ideas every single day. They absorb information in their growing minds inside and outside of the classroom. Parents are a child’s first teacher and set the stage for their schooling years. While spending time in the classroom, children benefit from academic achievement as well as socialization and interactions with peers and adults. Children learn how to communicate and spend time with others as well as gain knowledge and experience through academics. The early childhood classroom is a positive and beneficial place for young learners. Children learn from a variety of subject areas in early childhood education. A huge piece to the curriculum that enhances student learning, motivation, engagement and understanding are picture books. Children of all ages can enjoy and listen to picture books and as they expand in the classroom, children can even read and create picture books on their own. Picture books can be used to begin a new topic, revisit old topics, connect with other books, engage with higher level thinking and questioning, talk about difficult topics, and introduce emergent readers and writers to literacy as well as the reading and writing process. Picture books benefit each subject area and are a necessity in the early childhood classroom. Every classroom and library should be stocked with a large variety of picture books to benefit not only the subject areas, but also the diverse students in today’s classes.