Takaro Kindergarten teachers and
Claire McLachlan, Massey University Institute of
Education
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Philosophy Explanation
At Takaro Kindergarten we
will provide a safe, fun
learning environment for
children and whanau to grow
in their confidence and
competence.
Takaro Kindergarten Logo was created by a committee
and whanau in early 2000. It embraces the wairua
of this learning community.
The large tree in the middle depicts the adult’s
position in the nurturing of children, which are
the two young trees on each side.
The roots of the tree are the six strands of the
philosophy that permeates the life and being of
Takaro Kindergarten.
Takaro philosophy
- Ako
Takaro Philosophy
- Whanau
involvement
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We attended a meeting regarding a Massey
Research proposal for research into literacy in
ECE.
PSM (professional Service Managers) focus
As a team we decided regardless of whether
the research went ahead we wanted to focus
on literacy as our planned review.
We were ably supported by Karen McKay from
Massey CED.
Karen became our reflective critical friend.
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Looked at various areas within the
kindergarten environment and how they were
being used
Concentrated on interactions with children
Looked at our routines with children and
adjusted
Emergent review
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Our planned review was underway when we
found out the research was to go ahead with
Dr Claire McLachlan (now professor).
This
sat
alongside
our
review
complemented what we were doing.
and
Aim:
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To examine if collaborative planned reviews with teachers
in low SES kindergartens will enhance literacy learning
outcomes in children aged three to five years of age.
Research questions:
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Can collaborative planned reviews with kindergarten
teachers in low SES settings increase knowledge of
literacy?
Can collaborative planned reviews with kindergarten
teachers change pedagogical practices related to literacy?
Do changes in knowledge and pedagogies in teachers
relate to changes in children’s literacy knowledge, skills
and abilities?
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A mixed methodology was used. Mixed
methods research designs are used when
researchers need to examine many elements
of a research problem and require both
quantitative and qualitative data to answer
research questions (Punch, 2009).
Our design included the following:
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Pre and post interviews with teachers
Pre, mid and post measures of children’s literacy
Parent survey
Meetings with teachers to discuss findings and
explore options for developing the review
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Phonological
awareness
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awareness of sound
Rhyme
Onset
Onset labelling
Phonological
awareness
segmentation
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Emergent literacy
skills
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Letter name
Letter sound
Own name reading
Own name writing
Receptive vocabulary
Reading
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The ways in which we supported literacy
were simple yet effective.
Increased use of alphabet by making alphabet
resources using stones and sandpaper
Using alphabet resources inside and outside
Purchased an Ipad
Put writing materials inside and outside
Increased
literacy
resources
in
the
kindergarten
Increased use of playdough and gloop for
letter recognition
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letter recognition
having fun with letters
Tactile alphabet resources
Musical letters
Exploring writing
Portable resources
Role play
Imaginative play with puppets
Music, drama, dance
Rhyme awareness
Phonological awareness with puppets (turtle talk)
Resources at accessible points
Movement and learning
New entrant teacher from Takaro School:
“ I can tell the children that come from Takaro
Kindergarten, they are ready, willing and able to
give it a go”
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In the beginning the majority of documentation
was related to using literacy for a purpose. As
teachers we where quite confident that a child
was learning literacy for a purpose but the line is
more blurred with critically questioning and
transforming.
We are now using repertoires of practice to
support children to critically question and
transform and self assess their knowledge,
children's identities evolved and strengthened as
a result.
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We had more literacy opportunities inside
than outside. Now we have developed
portable resources that can be used outside
as well as making tactical resources that
children could interact with.
Reinforced our view of children’s multimodal
way of learning. We now have a greater
understanding of multiple literacy practice
required to ensure all children add to what
they know and are already good at.
Parents literacy survey revealed that a number
of families 15/20 tell oral stories which was
quite high. We weaved this more intentionally
into our programme. Children’s language,
culture and identity strengthened as a result.
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For teachers we found we are more focused
on where the learning had come from and
knowing the families. For children this has
meant their previous learning is more
valued. More emphasis has been placed on
Families contributions and this has resulted
in increased confidence and self esteem of
whanau .
The initial data revealed that there were three main areas of literacy to
focus on: phonological awareness; receptive vocabulary; and letter
recognition.
Highlighted that half of the children have access to I-pad and I-phone at
home. We were not aware of this so it throws up possible avenue of
communication and the need for partnership with parents, give them
tips they can use at home.
Claire's parent survey revealed they were not aware of the literacy
learning that occurred through play at kindergarten. In response we
held a literacy hui and had fantastic feedback.
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27 children at the beginning of review
19 children at the middle of the review
16 children by the end of the review
Reason for the drop in numbers is that
children went to school!
We are only reporting the children who did
pre, mid and post measures here.
Literacy
measures
Pre
ave.
Range
Mid
ave.
Range
Post
Ave.
Range
Alpha names
8
0-24
7.8
0-26
9.2
0-26
Alpha sounds
8.6
2-13
16.7
1-21
11.4
1-21
Name reading
8 yes
10 yes
12 yes
Name writing
4 yes
4 yes
7 yes
Rhyme (max 8)
3.3
0-8
3.8
1-8
4.1
2-8
Onset (max 8)
3.0
1-6
3.4
1-8
3.0
1-8
Onset name (max 5.0
8)
3-7
4.0
0-8
3.25
0-7
PA segment
0
Vocab
93.4
1
55-112 97.3
1
76117
99.4
76117
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Increased use of alphabet by making alphabet
resources using stones and sandpaper
Using alphabet resources inside and outside
Purchased an Ipad
Put writing materials inside and outside
Increased literacy resources in the kindergarten
Increased use of playdough and gloop for letter
recognition
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Increased focus on high frequency words
Increased focus on reading stories, singing nursery
rhymes and waiata and songs from other
languages
Increased use of mats and cushions outside for
reading
Increased focus on selecting stories and resources
to support learning of alphabet, sounds, new words
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All teachers said they were more confident about how
to promote literacy in different ways
All said they had thought deeply about how to
support and extend children’s literacy and how to use
literacy resources more purposefully in the
kindergarten
All considered they were supporting foundational
skills like fine motor skills for writing and supporting
knowledge of alphabet and awareness of sounds
All discussed using resources to promote specific
skills, such as puppets for phonological awareness
and letter name resources for alphabet and writing
All commented that they were looking more explicitly
at the link between teaching and children’s outcomes
and discussed issues related to assessment
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Preliminary indications are that children have increased
knowledge and skills at Takaro and grown in confidence
with their literacy abilities.
Teachers consider that their understanding and
confidence of how to support literacy has increased and
that their literacy teaching practices have become more
purposeful.
Although this planned review is a resource intensive
model involving researchers and CED staff, it has
promoted changes in teachers’ beliefs and practices and
children’s literacy outcomes.
The literacy measures have been useful in this study
and there are implications for developing literacy
resources that can be used by teachers for simple
assessment of literacy progress.