Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms

Abstract

Head Start began a school readiness focus in 2000 with an emphasis on accountability when the National Head Start Bureau issued an outcomes framework for all Head Start programs. This was followed up by President Bush’s early childhood initiative, Good Start, Grow Smart. This initiative focused on early literacy and national accountability for all Head Start programs. In response to the national early literacy emphasis, the researcher developed a teacher survey to focus on early literacy attitudes, importance of early literacy activities and frequency of early literacy activities in Head Start classrooms. Demographic information was utilized to compare years of experience and educational level of teachers to attitudes and importance of early literacy in Head Start. Data was collected by sending a survey to 200 Head Start teachers in 56 Head Start agencies throughout the state of Wisconsin in February, 2002. One hundred forty six surveys were returned to the researcher, which yields a return rate of 73%. The Head Start teachers in Wisconsin were asked to participate in the study through their Head Start Director. The Head Start Directors asked teachers in their programs to complete the surveys. If the teachers wished to participate in the study, they completed the survey and returned it in a self-addressed stamped envelope. Level of teacher education and years of teaching experience made a difference in early literacy in Head Start classrooms. As educational level increases, attitudes about early literacy tend to also increase. A statistical significant difference was found at the .05 level between teachers with Associate degrees from those with Bachelor and Master level degrees. Along with early literacy attitudes increasing with educational attainment, the researcher also concluded that teachers feel more skilled teaching early literacy activities as their educational level increases. A significant difference at the .01 level was found between teachers with CDA’s, Associate and Bachelor degrees from those with Master’s degrees. As with level of education, a significant difference was found when comparing early literacy attitudes with years of teaching experience. Teachers with 3-5 years experience scored significantly different at the .05 level from those with 6-10 years of experience. Teachers with 6-10 years of experience scored highest in section two of the survey, attitudes about literacy. Teachers with 2 years or less of teaching experience scored the highest in section three of the survey, importance of teaching early literacy skills and teachers with 11 years or more of teaching experience scored highest on section four of the survey, frequency of literacy activities. This study would be beneficial if repeated one year from now, once the Head Start teachers have been trained in the CIRLCE literacy model and have had a chance to implement literacy strategies in the classroom. Comparing current early literacy attitudes, early literacy importance and frequency early literacy activities may be very different one year from now in Head Start classrooms based on continued training and mentoring support within their programs. The information collected though this survey was very useful in delineating necessary literacy training and technical assistance areas for Head Start teachers. Teachers reported spending the least amount of time on helping students to find letters in words and act out events from stories. These activities are two important literacy aspects for young children to experience. The data also showed teachers with 2 years or less teaching experience reported the highest scores in importance of early literacy skills. It is important for training and technical assistance providers to appreciate teacher differences based on years of teaching experience and level of education.