Teaching the Alphabet Reconciling the Past and th

Authors: Linda Shidler Tara Harrigan

Publish Date: 2009/11/20

Volume: 37, Issue: 4, Pages: 239-

PDF Link

Abstract

This guest editorial focuses on a reflective journey of two early childhood professionals as student and teacher turning into classroom teacher and literacy coach In addition this editorial explores some of the worries the classroom teacher expressed during a reflective journey in learning ways in which to teach alphabet letter recognition that increased child outcomesThroughout my career I have found that when working with teachers their instructional practices can become stagnant due to the “what I shouldn’t dos” especially when thinking through how to help children begin their journey into literacy As a teacher educator since the 1990s I talked about the “shouldn’t dos” when teaching the alphabet As a student in my class Tara was cautioned as well Professional development for early childhood education teachers in the 1990s primarily used the premise of whole language to discuss teaching alphabet letters and discussed the indirect methods of instruction using maturation or “child readiness” as guiding forces Ten plus years later Tara and I met again this time with Tara as a classroom teacher and me as her literacy coach“…the most difficult part of making the change was to realize it was okay to make a change I realized that unlike how I understood the past practices of teaching specific letters at the exclusion of others I was using all the letters and spending focused time on specific letter”“…originally I did worry about the effects on the children of this more direct approach to teaching isolated skills But I saw the children did not notice the difference in the instruction they feel successful when they master a skill without the regard to the approach I used to help them to that point The children have even become peer teachers as they can assist another child in identifying alphabet letters”“…Parents interacted with their children and the letters because as a class we formed a habit of identifying them each time we entered and exited the classroom Parents would see their children doing this and then engage in conversation with them or assist them with unknown letters We also sent home notes on the progress the children were making about once a week so parents could constantly have access to updated information regarding their children’s progress We ask them for help in identifying alphabet letters and teaching their children about print I was also cognizant of thanking them a simple note saying ‘with your help Daniel learned 5 more letters’ goes a long way”“…I do not feel that any of the labels of current approaches fit what I am doing in the classroom as I don’t use a SINGLE method of teaching I combine techniques to achieve the best possible environment for the children Some of the techniques are from Whole Language and some are more inline with Direct Instruction I make time for the children to investigate and interact independently and I facilitate or lead their exploration I think what I practice can be labeled as “best practices” I want what is BEST for the children and I want them to have every opportunity to accomplish what is expected of them and beyond That may mean I have to learn new practices or even embrace what was once thought of as old But my job is to reach all the children I have not given up my past practices I have instead supplemented them with additional practices I stopped worrying about what I ‘shouldn’t do’ and focused on how to teach all the children”The goals of early childhood education specifically preschool should include helping children start Kindergarten with the skills they need to succeed Using appropriate methods in preschool education needs to be defined by the desired outcomes and the children’s abilities Teachers and parents/families can do so much for young children and their future school success It is time to put away the “shouldn’t do” thinking and become focused on helping children start their journey into literacy with the most solid foundations we can help to build

Keywords: