Abstract:

This presentation reports the results of a professional development (PD) project designed to support the implementation of naturalistic educational practices that promote emergent literacy in inclusive four-year-old kindergarten classrooms. The objective was to assess the fidelity of implementation of the Activity-Based Intervention (ABI), a naturalistic educational approach central to the Programme ÉIS-3 Évaluation, intervention et suivi (Bricker et al., 2023). This approach integrates meaningful learning opportunities tailored to children’s developmental needs within daily routines, adult-guided play, and free play.

Three inclusive preschool classrooms took part in the project. Group 1 had 11 children (6 girls; average age = 55.36 months), Group 2 had 12 children (5 girls; 58.75 months), and Group 3 had 16 children (9 girls; 53.25 months). Each teacher (N = 3) received PD composed of two full training days and three half-day group coaching sessions. The PD relies on training and coaching practices recommended to support adult learning. The PD aimed to support teachers in using the different components of the Programme ÉIS-3, enabling them to assess children’s emergent literacy skills and to provide learning opportunities adjusted to their diverse needs. The project was conducted from October 2024 to summer 2025.

A mixed-methods embedded design combining both quantitative and qualitative data (including video observations, questionnaires, logs, and interviews) was used. The primary quantitative component is a single-case design with systematic and repeated observational data collected from six 10-minute video recordings per classroom during four phases:
(1) before PD (baseline),
(2) after the assessment component,
(3) after the intervention training, and
(4) following PD completion.

Recordings captured three activity contexts (routine, guided play, and free play). The videos were coded using a time-interval observation method to systematically record the occurrence and quality of learning opportunities during instructional exchanges.

Preliminary analyses revealed a substantial increase in the number of learning opportunities between baseline (M = 2.61; SD = 3.82) and post-intervention (M = 11.15; SD = 8.29). Effect sizes calculated with the Non-overlap of All Pairs (NAP) method ranged from 0.79 to 0.91, indicating moderate to strong effects. Before PD, activities were mainly focused on letter recognition and book handling, whereas post-intervention observations showed an expansion toward all dimensions of emergent literacy: vocabulary and oral comprehension development, rhyming and sound games to enhance phonological awareness, exploration of print functions through daily routines, and activities supporting emergent writing.

These findings suggest that the implemented PD resulted in an increase in both the quantity and diversity of learning opportunities provided in class. PD thus seems to be a practical method for encouraging the use of a naturalistic educational approach that fosters emergent literacy among preschool-aged children.

Keywords:

Professional development, training, coaching, emergent literacy, naturalistic approach, preschool, kindergarten.