Successful early childhood interventions target critical literacy skills
The Challenge
Typical preschool classrooms consist of diverse learners (varying backgrounds, language proficiency levels, and social skills), as well as children with learning disabilities who have not yet been diagnosed. Often these children do not receive the support they need to build necessary learning skills. When children are not taught early literacy or self-regulation skills, they can develop reading difficulties and fall behind their peers, often irreversibly by the time they've reached 3rd grade. Fortunately, research also shows that high-quality instruction prior to 3rd grade can help stop this downward spiral.
Strategic Solution
McREL's Scaffolding Early Learning (SEL) program uses Vygotskian theory—the idea that highly imaginative, structured play creates a "zone of proximal development"—to target the development of critical early literacy and self-regulation skills that support long-term learning in all areas. In an SEL classroom, play is intentional and systematic. Teachers learn to create theme-based centers (e.g., "airport," "grocery store") and encourage dramatic play anywhere in the classroom. Children make "play plans" by talking, drawing, and writing, and then they carry out their plans. Play themes, with specific role vocabulary, can last for several weeks. They meet with teachers regularly to share experiences, model strategies, document the progress, and promote collaboration.
Results
Teachers report that classrooms are quieter and calmer, and there are fewer behavior problems. While research is mixed on the long-term effects of early learning interventions, the success of three McREL projects is evident. Independent program evaluations show from our work in Des Moines, Iowa, that 73 percent of four-year-olds in their preschool PERK program gained age-appropriate language skills in the first year and 82 percent in the second year. In the North Dakota MINDPLACE program, 92 percent of four-year-olds demonstrated age-appropriate receptive language skills, with 68 percent of them making significant gains in receptive vocabulary. And in Montana, 49 percent of four-year-olds made significant gains in receptive vocabulary and 82 percent demonstrated age-appropriate receptive vocabulary.
Next Steps
While preschool teachers cannot control what happens in elementary school, they can sustain change in their own programs. McREL Senior Researcher Carrie Germeroth said, "Sustainability is not dependent on funding, but on whether the core beliefs and values of the program are carried on." Schools can sustain change in their own programs by utilizing coaches, creating their own training manuals and videos, preparing for induction of new teachers, and using tools like rubrics and checklists to maintain fidelity of the program.
