A study of the importance and implementation of national pre-kindergarten standards for language and literacy as perceived by West Virginia directors of early childhood centers
This study examined the difference between levels of importance and implementation for the National Pre-Kindergarten Standards for Language and Literacy (NPKSLL) in four-year-old programs as perceived by West Virginia licensed pre kindergarten programs directors and the differences based on director's education level, years of experience, years in present position, program type and size, and four year olds in the program. To examine this relationship, The Early Childhood Language and Literacy Survey (ECELLS) was designed based on the NPKSLL five goals: listening (Goal 1), complex speech (Goal 2), print awareness (Goal 3), story structure (Goal 4) and beginning writing skills and knowledge (Goal 5). Data were collected from 210 directors of pre-kindergarten programs. Data indicated that, overall, directors perceived Goals 1, 2, 3, and 5 to be important and Goal 4 to be less important and that differences between levels of importance and implementation were greater for Goal 4 than Goals 1, 2, 3, and 5. Directors perceived Goals 1, 2, 3, and 5 to be more fully implemented than Goal 4.
Generally, all goals were perceived to be important, but Goal 4 appears to be less important to directors. The levels of implementation for each goal were not consistent, but directors were implementing the goals to at least minimal levels. The demographic variables of highest level of education, program type and size had a positive impact on importance and implementation for all goals except Goal 2. Years of experiences, years in present position, and number of four year olds enrolled in the program had no significant impact on importance and implementation for each goal.
0518: Preschool education
0535: Reading instruction