Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact

Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact

Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Ris...

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Bibliographic Details
Main Author: Lipp, Amanda KR
Format: Others
Published: TopSCHOLAR® 2016
Subjects:
book reading
preschool
vocabulary
Child Psychology
Educational Psychology
First and Second Language Acquisition
Online Access:http://digitalcommons.wku.edu/theses/1604
http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2606&context=theses
Description
Summary:Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).

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