This program evaluation focused on the Palcare Literacy Innovation Project. The general research problem was to see if the enhanced preschool literacy project would show an improvement in the preschool classroom literacy environment, overall parent participation and a deeper connection to the community over a three-year period. The specific gap in the research led to the three pillars of the Palcare Literacy Innovation Project of literacy curriculum development, community collaboration and outreach and parent education. The purpose of the study was to evaluate the effectiveness of the Palcare Literacy Innovation Project, a multi-layered curriculum, immersing literacy into all aspects of the preschool program. Vygotsky’s theory is based on social engagement; children are free to choose their activities and interactions through a carefully constructed environment. In each area of the curriculum, there are opportunities to build vocabulary, recognize words, and practice early writing skills. The overall goal was to improve scores on the Early Childhood Environmental Rating Scale-revised, to invite parents and community member to participate in a guest reader program, and measure parent satisfaction through an annual parent survey. This quantitative study used a case study design and examined secondary data. For this program evaluation, a longitudinal case study design was used to measure program improvements at three intervals. pre-implementation, during implementation, and again at post-implementation. The population associated with this study were families enrolled in Palcare, a moderate sized child development center located in Burlingame, San Mateo County, California. While the demographics of Burlingame show moderate to upper-income families, approximately one third of the families enrolled at Palcare received tuition support. Results from the Early Childhood Environmental Rating Scale-Revised (ECERS-R) scores and the parent survey showed significant improvement in all categories over the three-year period. There was also a significant increase in the number of volunteers during the same period.
|Commitee:||Morgan-Gardner, Inglish, Shreve, Barry|
|Department:||Counseling and Human Services|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 80/09(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, Early childhood education, Reading instruction|
|Keywords:||Evaluation, Literacy, Preschool|
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