UCLA

Kindergarten teachers are being asked to deliver differentiated small-group literacy instruction. The problem is managing the independent work being done by the rest of the class during the literacy period. Research on early childhood development and literacy indicates that the classroom environment plays an important role in supporting student engagement in literacy activities. This study involved a 6-week professional development with twelve kindergarten teachers. Teachers met weekly to learn about strategies and discuss how they could best manage their room environments to support student independence in literacy activities. Both teacher perceptions and changes to classroom literacy environments were examined.

Data collection methods included: pre- and post-intervention photographs of classroom environments, surveys of beliefs and practices, written reflections, a closing survey, and an anonymous course evaluation. Results indicate a significant change in the print-richness of classroom environments and increases in alignment with developmentally appropriate practices. Data also indicated that teachers understood that students were not solely responsible for their independence. Rather, by making appropriate management decisions: selecting appropriate activities and materials, clarifying procedures, and modifying expectations, teachers recognized that they could promote independence. The salary point course was well-received by participants who found that the content was closely aligned to their needs and presented in a collaborative environment.