The social language environment – domain

ECEC settings are children's first contact with early education, and ECEC teachers are expected to encourage and support children's early literacy development. This study aims to pilot test the self-assessment tool Social Language Environment – Domain, (SLE-D), in order to gain more knowledge about teachers’ strategies when teaching literacy. Fifteen ECEC teachers used the tool as a support to focus on didactic strategies that provide conditions for children's early literacy development over 22 months. The data consists of (N = 299) self-reported and rated teaching activities across four time-points. Cronbach's alpha showed satisfactory internal consistency for the entire self-assessment tool, while each domain showed somewhat lower levels of consistency. Principal component analysis suggested a 5-factor solution, indicating subdimensions of the three dimensions. However, item mean values showed notable changes in ECEC teachers’ ratings, which can be interpreted as teachers developing their strategies in literacy-related play activities by using the tool

Early childhood education · Literacy · Mathematics education · Pedagogy · Sociology · Teaching method · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Reading and Literacy Development

• Implementing explicit and implicit narrative instruction in preschool

  Open Access•Peter Andersson Lilja, Ellinor Skaremyr et al.•Linguistics and Education•2025

  Añadir item

• Child Development and Emergent Literacy

  Open Access•Graver J Whitehurst, Christopher J Lonigan•Child Development•1998

  Añadir item

• Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers

  Luigi Girolametto, Elaine Weitzman•Language, Speech, and Hearing…•2002

  Añadir item

• A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes

  Open Access•Michal Perlman, Olesya Falenchuk et al.•PLoS ONE•2016

  Añadir item

• Multimodality and Time

  T Van Leeuwen•Multimodality and Time•2025

  Añadir item

• How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria

  Open Access•Wilfried Smidt, Eva-Maria Embacher•European Early Childhood…•2020

  Añadir item

• Tras

  Open Access•Johan Hansén‐Larson, Hampus Bejnö et al.•Scandinavian Journal of Psychology•2021

  Añadir item

• Orchestrating and studying children's and teachers’ learning

  Open Access•Ingrid Pramling Samuelsson, Niklas Pramling•Education Inquiry•2013

  Añadir item

• Null relations between CLASS scores and gains in children’s language, math, and executive function skills

  Open Access•Paola Guerrero-Rosada, Christina Weiland et al.•Early Childhood Research Quarterly•2020

  Añadir item

• Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (Ecers-3)

  Open Access•Diane Early, John Sideris et al.•Early Childhood Research Quarterly•2018

  Añadir item

• Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

  Open Access•Carollee Howes, Margaret Burchinal et al.•Early Childhood Research Quarterly•2007

  Añadir item

• Literacy

  Nancy C Dorian, David Barton•Language•1995

  Añadir item

• An assessment of the validity of the Ecers-R with implications for measures of child care quality and relations to child development

  Rachel A Gordon, Ken Fujimoto et al.•Developmental Psychology•2013

  Añadir item

• Conceptualization, Measurement, and Improvement of Classroom Processes

  Open Access•Robert C Pianta, Bridget K Hamre•Educational Researcher•2009

  Añadir item

• Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning

  Mark T Greenberg, Roger P Weissberg et al.•American Psychologist•2003

  Añadir item