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Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten
Andrew J Mashburn1, Jason T Downer1, Bridget K Hamre1
1University of Virginia.
Applied Developmental Science
|September 6, 2021
Summary
The MyTeachingPartner (MTP) program's consultancy component significantly boosted preschoolers' receptive language skills. More consultation and activity time correlated with better language and literacy development.
Area of Science:
- Early Childhood Education
- Educational Psychology
- Language and Literacy Development
Background:
- Teacher professional development is crucial for improving early childhood education quality.
- Effective teacher-child interactions positively influence children's language and literacy skills.
- Web-based resources offer scalable solutions for teacher training.
Purpose of the Study:
- To evaluate the impact of MyTeachingPartner (MTP) web-based resources on pre-kindergarten children's language and literacy development.
- To compare the effectiveness of MTP's video library versus consultancy (video + consultation) approaches.
- To explore the relationship between teacher engagement in professional development and child outcomes.
Main Methods:
- A randomized controlled trial involving 1,165 pre-kindergarten children.
- Teachers were assigned to either MTP Video Library (video exemplars only) or MTP Consultancy (video exemplars and consultation).
- Children's language and literacy skills were assessed pre- and post-intervention.
Main Results:
- Children in the MTP Consultancy group showed significantly greater gains in receptive language skills compared to the MTP Video Library group.
- Increased consultation hours were positively associated with children's receptive language development.
- Extended implementation of language/literacy activities correlated with improved overall language and literacy development.
Conclusions:
- The MTP Consultancy model, combining video resources with individualized support, is more effective in enhancing children's receptive language skills.
- Teacher participation and engagement in professional development activities are key drivers of child learning outcomes.
- Findings support the integration of technology-enhanced professional development to improve school readiness.
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