Improving Early Childhood Teachers' Skills in the Teaching of Narrative Discourse

In Australia many children have been found to have lower than expected oral language skills. Children experiencing such difficulties are more likely to have problems with reading, writing and classroom behaviour. To address this, this study implemented a site-based professional learning program aimed at improving teaching in a key area of oral language - narrative discourse. Findings revealed that by taking part in in active, reflective learning directly related to their own practices teachers improved and extended their teaching of narrative discourse. This research demonstrates the value of collaborative professional learning programs particularly for teachers working in preschool settings.