Children’s learning is a complex process, so even when a new educational method is supported by empirical evidence of its effectiveness, it may not work the same way in all situations or with all children. This was the conclusion reached in a recent multi-faceted study on preschool children’s learning conducted by a team of researchers from the University of Virginia’s Center for Advanced Study of Teaching and Learning and The Ohio State University.
The research focused on a foundational skill, “print knowledge,” which preschoolers need for future literacy development, said Anita McGinty, a CASTL research scientist at the Curry School of Education. A consensus exists across researchers, policymakers and educators, she said, that explicit instruction about the characteristics of books and printed text in the preschool years can increase children’s achievement once they begin receiving formal reading instruction in kindergarten and first grade. READ MORE.