Evaluation of an Early Childhood Language and Literacy Program

Abstract

This study evaluated the early childhood language and literacy program of Dubai Flower Preschool, a group of nurseries and early learning centers with 26 locations in Dubai and Abu Dhabi, United Arab Emirates. The study sought to identify the preschool’s challenges and problems in the implementation of the early years education program; focusing on language and literacy instruction, strategies, and evidence-based practices. It also examined the quality of learning in the preschool, with particular focus on instructional materials, level of content knowledge of the educators, and instructional strategies used in teaching language and literacy, particularly in the UAE setting. It looked at the relationship between the educators’ level of content knowledge and their teaching strategies, relationship between the educators’ level of professional development and level of content knowledge, and how instructional materials enhance student engagement and student learning. The study utilized the descriptive survey method with the application of both quantitative and qualitative analyses of data. Participants of the study were the Senior Educators (Lead Teachers) of Dubai Flower Preschool. Six teachers were observed through purposive sampling to examine and evaluate their instructional strategies, and to determine how the instructional materials enhanced language and literacy learning in their classrooms. Evidence and data on teachers’ level of content knowledge in language and literacy instruction, perceived frequency of effective implementation and program characteristics of Dubai Flower Preschool were gathered to investigate teachers’ concerns, needs, and challenges regarding curriculum, planning, and instructional practices.