The oral language and emergent literacy skills of preschoolers: Early childhood teachers' self-reported role, knowledge and confidence.
Tessa Weadman, Tanya Serry, Pamela C Snow
PMID 36043501WHAT IT FOUND
Early childhood teachers felt confident supporting literacy but unsure about language milestones.
This uncertainty made them reluctant to raise concerns with parents. They reported limited practical training in language development, relying instead on collegial support and personal experience.
Key findings
01Eight of nine teachers lacked confidence in identifying when a child's language development was not typical, leading to hesitation in raising concerns with parents.
02Teachers used broad, interchangeable definitions of literacy and language, often failing to distinguish between oral language and code-focused literacy skills in their practice.
03Preservice training was perceived as too theoretical and insufficient for practical application, particularly regarding oral language development.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
Small sample size (nine participants) from a single state in Australia. Findings are based entirely on self-report; actual classroom practice may differ from what teachers described. Participants were early career (qualified within 5 years) and may not represent the views of more experienced teachers. Self-selection bias may have attracted teachers already interested in language and literacy.
The easy way to misread this
Do not interpret this as evidence that early childhood teachers are failing to support language development. The study reports their perceptions and self-described practices, which were generally positive, but highlights specific gaps in confidence and terminology that may hinder early identification.