Electronic Theses and Dissertations

Identifier

2458

Date

2015

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Early Childhood Education

Committee Chair

Satomi Izumi-Taylor

Committee Member

Duane Giannangelo

Committee Member

Vivian Morris

Committee Member

Cathy Meredith

Abstract

Because the kindergarten school year is the time in which a literacy foundation is constructed, early literacy continues to receive a great deal of focus in Tennessee. Since kindergarten literary experiences predict literacy success in later grades, which impact students academically and socially, these foundational skills are essential during the kindergarten school year, especially phonemic and phonological awareness. Because kindergarten students are very young, the need exists to teach phonemic and phonological skills through effective strategies that are developmentally appropriate. The purpose of this study was to examine kindergarten teachers' perceptions of the use of music and movement activities to promote phonemic and phonological awareness in kindergarten students. Research has indicated that teachers' perceptions greatly influence all components of their teaching practice. This study employed qualitative methods including asynchronous online surveys, participant observation, field notes, lesson plans, photos taken by the teachers and the researcher, and videos. The selected participants included six female kindergarten teachers from two elementary schools with varying educational backgrounds and teaching experiences. Three themes emerged from data analysis: differentiation, Developmentally Appropriate Practice (DAP), and the importance of playful activities. Results of the study suggested that all teachers perceived music and movement activities to be necessary and helpful for teaching phonemic and phonological awareness. All six teachers perceived that establishing a supportive classroom environment, in terms of DAP, was necessary for effective instruction to occur. While all six teachers appeared to think that differentiation was important, not all teachers implemented differentiation for phonemic and phonological awareness instruction. Discrepancies seemed to exist between the teachers' philosophies of teaching and their teaching practices in the classroom. These teachers shared the perception that students should be offered playful activities and games, and their practices were reflective of this perception. To offer such instruction, teachers included music and movement activities, as well as enjoyable literacy centers for their students. Kindergarten teachers need more professional development regarding resources and strategies for supporting phonemic and phonological awareness with music and movement activities.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

Download

Share

COinS