An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms
Jaclyn M. Dynia, Rachel E. Schachter, Shayne B. Piasta, Laura M. Justice, Ann A. O'Connell, Christina Yeager Pelatti
Journal of Early Childhood Literacy Volume 18, Number 2, ISSN 1468-7984
This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five separate dimensions of the physical literacy environment; including (a) variety and use of books, (b) variety and use of writing centre materials, (c) variety and use of technology, (d) variety of environmental print and (e) variety and use of other literacy-related materials. Overall, these five dimensions demonstrated reasonable reliability and validity. Implications for investigating the physical literacy environment and future directions for research are discussed.
Dynia, J.M., Schachter, R.E., Piasta, S.B., Justice, L.M., O'Connell, A.A. & Yeager Pelatti, C. (2018). An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms. Journal of Early Childhood Literacy, 18(2), 239-263.