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首页> 外文期刊>SAGE Open >Profiles of Quality: Supports for Book Interactions and Early Writing Activities in Prekindergarten Classrooms:
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Profiles of Quality: Supports for Book Interactions and Early Writing Activities in Prekindergarten Classrooms:

机译：质量简介：幼儿园互动课堂中的书籍互动和早期写作活动的支持：

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摘要

Head Start teachers and their classrooms (N = 86) were observed to determine the state of quality of the early literacy and language instruction and environments in prekindergarten. Cluster analysis was used to create profiles of prekindergarten teacher and classroom quality across two constructs: Book Supports and Writing Supports. Descriptive results showed that on average, classrooms received low scores for both reading and writing supports. However, cluster analysis revealed four distinct profiles: Profile 1 (High, High), Profile 2 (Low, Low), Profile 3 (Average, Average), and Profile 4 (High, Low). Results implicate a need for greater attention to language and literacy in general, but especially a need for an increase in early writing supports. Implications for person-oriented analysis (as opposed to variable-oriented analysis) and professional development are also discussed.
机译：观察了启蒙老师和他们的教室（N = 86），以确定幼儿园早期识字，语言教学和环境的质量状况。聚类分析用于创建两种结构的幼儿园老师和教室质量的概况：书本支持和写作支持。描述性结果显示，平均而言，教室的阅读和写作支持得分均较低。但是，聚类分析显示了四个不同的配置文件：配置文件1（高，高），配置文件2（低，低），配置文件3（平均，平均值）和配置文件4（高，低）。结果意味着总体上需要更多地注意语言和读写能力，但是特别需要增加早期写作支持。还讨论了以人为本的分析（与以变量为导向的分析相对）和专业发展的含义。

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