application letter for teaching preschool

Build my resume

• Build a better resume in minutes
• Resume examples
• 2,000+ examples that work in 2024
• Resume templates
• 184 free templates for all levels
• Cover letters
• Cover letter generator
• It's like magic, we promise
• Cover letter examples
• Free downloads in Word & Docs

5 Preschool Teacher Cover Letter Examples Made for 2024 

• Preschool Teacher Cover Letter
• Preschool Teacher Cover Letters by Experience
• Preschool Teacher Cover Letter by Role
• Write Your Preschool Teacher Cover Letter

No one understands the value of early education like you do, and it shows when you carefully prepare each assignment, project, and activity for the little ones. You also monitor preschoolers to ensure their safety and communicate with families about important milestones.

But how can you share so much professional value in one cover letter? And can you be sure your cover letter will complement, not clash with your preschool teacher resume ?

We’ve got this. We’ve been helping teachers with student bases of all ages get into their dream classrooms, and our five preschool teacher cover letter examples will get you started, too!

Preschool Teacher Cover Letter Example

USE THIS TEMPLATE

Microsoft Word

Google Docs

Block Format

Why this cover letter works

• Cement these achievements with real metrics, and as with this example, include a piece of work demonstrating one of your proficiency (Think, sample lesson plans).

Level up your cover letter game

Relax! We’ll do the heavy lifiting to write your cover letter in seconds.

Teacher Assistant Preschool Cover Letter Example

• Notice how Leila consolidates her competence by detailing victories like improved cognitive development and engagement gained through proficiencies and programs like arts and crafts, behavior observation, and DECA.

Experienced Preschool Teacher Cover Letter Example

• A wise strategy involves mirroring what the potential employer is looking for in a head preschool teacher or even their mission. By tying either with your objective for the role, you can bet your narrative will resonate with the person reading your piece.

Preschool Teacher No Experience Cover Letter Example

• Along with including credentials that might benefit this position, highlight skills gained from internships or volunteer programs. Solidify the appeal by making a specific reference to the hiring school.

Preschool Director Cover Letter Example

• If the institution is seeking someone proficient in project management, you could describe how you spearheaded the expansion of preschool facilities. And if they demand proficiency in database management? Recount refining student records and staff scheduling and slashing administrative errors.

Related cover letter examples

• Teacher assistant
• Elementary teacher
• Research assistant
• Entry level

How to Write Your Ideal Preschool Teacher Cover Letter

Just as no two students are the same, no two preschool jobs are the same! That means you’ll want to tailor your cover letter to each job description and institution to ensure your ability to meet their needs.

Your best friend while writing your cover letter is the original job posting. Take note of what values they emphasize, such as self-guided learning activities or high-grade standards for their students. Reflect on these focal points in your cover letter to show that you already align with the job.

Writing the greeting and introduction

Each student in your preschool is important enough for you to learn their name right away, and the same should go for recruiters and hiring managers when you write your cover letter. Do the research it takes to find a name for your greeting!

Make sure your opening paragraph expresses your enthusiasm and fit for the role while laying out a couple of personal traits that qualify you for it. Connect with the company or school by addressing their values and focal points.

Lastly, ensure a good hook by adding another qualifying trait or two, like your patience and ability to create engaging lesson plans, and allude to the rest of your skills, which will benefit the place you’re applying to.

Just don’t be informal, bland, and sloppy, like in this terrible example:

I want to work at your preschool because I’m good at what I do, and I’m good with kids and can teach all kinds of stuff.

On the other hand, the following opener gives a solid qualification (with a metric!) after addressing the recipient of the letter by name and then launches into an attention-grabbing overview of beneficial traits and skills .

Now that’s a winner!

Dear Ms. Anderson,

With an astonishing 18% of Austin’s Pre-K student population now adept at basic arithmetic and phonics before kindergarten thanks to my thoughtful lesson planning, my calling to channel my rich breadth of experience in early childhood education into the role of preschool teacher at Montessori Academy is well-founded and passionate.

Writing the body text

Now that you’ve greeted someone properly and introduced yourself, use these paragraphs to lay out some success stories and tales of impressive teaching milestones that make you an ideal candidate. Your cover letter should tell a story that exemplifies your organizational and interpersonal skills in the classroom.

You don’t have much time here, so keep each paragraph to one major point that outlines an example of your positive impact as a preschool teacher. Think of that time when the graduation requirements changed, requiring you to adapt your whole lesson plan!

And pick which success stories you share based on the job description . Just as your assignments vary by subject, your cover letter drafts should vary with each application. You don’t want to highlight your work experience with independent learning if you’re applying to a more structured school.

Example of a well-executed body paragraph

Phonics instruction can be as challenging as it is essential, which is why I introduced multisensory learning tools while volunteering at the Kiddle Academy of Bee Cave. For instance, by using phonics songs, flashcards, and movement activities, I enhanced the reading abilities of 68% of the children I worked with, seeing them advance beyond their grade levels.

Closing and signing your cover letter

Your closing paragraph should skim over how your values and qualifications align with what the job description calls for—ideally, with a few references to slogans or mission statements from the school’s website.

Include a call to action that invites further discussion of how you’ve improved lives for students and families with your preschool teaching skills. This will keep contact going so that you get the chance to share even more qualifications!

Don’t forget to be polite and say “thank you” to the reader for their time. You can either work it into the closing paragraph or use it as your formal signoff. Just make sure that any signoff you use is highly professional and features your real, full name.

Don’t be informal, unenthusiastic, or impersonal like in this example:

As I said I’m Jane and I’d be super happy about working at your school. I can teach all kinds of stuff to your students. Ttyl.

Make sure you reinforce your alignment with the school’s current objectives and values, referencing specifics while inviting further discussion of your qualifications. Use a nice, formal signoff for that added polish.

Much better!

Creating solutions for students’ learning challenges is more than acknowledging their existence. It provides an avenue for discovery and critical thinking. I firmly believe that taking on these challenges can unlock rewarding outcomes. If my strategies align with your vision, I am excited to bring more of my innovative lesson plans to the Austin International School, contributing to the development of your preschool students. Thank you for your consideration.

Tenzin Pema

First, try the job ad and the school or company website. If you can’t find the name of their current recruiter or hiring manager there, try checking their social media accounts like LinkedIn or professional Facebook pages.

This is another area where revisiting the job description can help. Does the job ad frequently mention Google Calendar, phonics, or Montessori activities? If so, look for achievements in your own professional history that featured the same stuff!

Any of our three preschool teacher cover letter templates will set off your accomplishments. Choose one with a side panel if you need to include an enclosures section.

Preschool Teacher Cover Letter Example

Review this preschool teacher cover letter sample, also known as an application letter, and see if it captures your curiosity. Sally's preschool cover letter is unique and stands out from the "stock" cover letters that her competition submitted. It's the little things that can help edge you past the competition!

If you are looking for information or fresher ideas on writing an application letter for teacher with no experience , you will find plenty of examples on this website.

This preschool letter shows the use of esthetically pleasing color and graphics, which are both applicable and memorable. It is also matching to the corresponding resume with the use of the same fonts, formatting, borders, and headers. It's important that all of your job search documents match one another for consistency.

Many of the ideas found on this page will be relevant when writing an assistant preschool teacher, entry-level kindergarten teacher, nursery teacher, or a lead preschool teacher.

In the first paragraph, we list Sally's unwavering commitment to education and some of her core strengths as an early childhood educator, which informs the reader she is well-established in the education field. This will also peak the interest of the reader and make them want to read on.

The cover letter continues on to show that Sally has taught diverse students of varying learning styles and abilities and is passionate about teaching. The letter of introduction also demonstrates how she encourages student learning through utilizing a variety of creative teaching methods that are also appropriate to the young age of her students. An application letter is the place to show you are passionate about teaching .

Additionally, she highlights how she works well in a team environment with her fellow educators and how she prides herself in her ability to develop positive relationships with parents and encourage their involvement in the classroom. Lastly, she finishes up the cover letter by explaining her talent to foster positive rapports with her young students, which is incredibly important as a preschool teacher.

Incorporating industry and position-related keywords in your preschool teacher cover letter are essential to securing an education position. Applicant tracking system ATS software is frequently used to screen education application letters and resumes or CVs to see if job application candidates' applications should reach a human eye for further consideration. ATS software makes including education keywords in your preschool teacher cover letter and resume critical.

Click here and a new window will open this cover letter in PDF format.

Don't forget to check out the resume example that compliments this preschool teacher cover letter and examine the important profile and area of expertise section. Review how we formatted and wrote about Sally's teaching experience and accomplishments.

Read these 17 in depth cover letter writing tips with examples to gain some modern ideas to enhance your preschool teacher application letter.

While you are visiting the blog, you can read 12 excerpts from sample application letters for teachers .

Sally Teacher 111 Firelight Road • Sometown, CO 77777 Phone: 555-999-3322 • Email: [email protected]

<Date>

Dr. Tim Jones, Superintendent Sometown School District #1 727 Mount Burke Road Sometown, CO 7777

Dear Dr. Jones:

It is with considerable interest that I enclose my resume for the Preschool Teaching position available with the Sometown School District #1. I am confident you will find that my unwavering commitment to education, excellent organizational and interpersonal skills, solid instructional methods, and hands-on experience will be a positive asset to your school district.

As a well-rounded educator, I have had the chance to teach a diverse group of students including those challenged by autism, learning disabilities, noncompliant behavior, and speech impairments, as well as children who functioned on- and above grade level. Consequently, I have gained in-depth knowledge of accommodating different styles of learners and incorporating effective methods to meet students' unique needs.

I encourage student learning by incorporating creative learning centers, various forms of technology, hands-on activities, and fun manipulatives. These methods prove to stimulate students' social, emotional, physical, and academic growth. In addition, I utilize these strategies to introduce new concepts, establish a connection between the classroom and everyday life, foster an exciting and engaging atmosphere, and teach fundamental skills.

My greatest capability is cultivating and sustaining strong working relationships with all members of the school community. I create and send out monthly newsletters to keep parents up-to-date on school events, and hold regular parent-teachers conferences. I also collaborate with fellow teachers to develop new activities, implement beneficial resources, and refine teaching techniques. Furthermore, I establish a good rapport with all students and make certain that they receive sufficient praise and positive reinforcement.

I would enjoy the opportunity to meet with you personally to discuss my qualifications and credentials in further detail, as I am confident, I would be a valuable addition to your academic team. Please contact me at your earliest convenience.

Sally Teacher

Learn more about Candace Alstad-Davies by reviewing the about us page below. From that page, you can review testimonials and frequently asked questions.

Need some writing help making a stellar application letter, cover letter, resume or CV curriculum vitae?

Email Candace at [email protected], or call toll-free at: 1-877-738-8052. I would enjoy chatting with you.

• Please share on your network
• Share on LinkedIn
• Email Candace

Candace Alstad-Davies  |  Email: [email protected]

Toll Free: 1-877-738-8052  |  Local / Int'l: 780-513-0010

Privacy Policy  |  About Us  |  Contact

© A+ Resumes for Teachers   2001 - 2021

Free Interview Questions and Answers - Instant Download

7 Professional Preschool Teacher Cover Letter Examples for 2024

Your preschool teacher cover letter must demonstrate your passion for early childhood education. It needs to reflect your understanding of developmental milestones. Highlight your patience and creativity when working with young children. Show that your teaching methods are both engaging and educational.

All cover letter examples in this guide

Senior Preschool Teacher

Entry-Level Preschool Teacher

Preschool Assistant Teacher

Early Childhood Educator Preschool Teacher

Beginner Preschool Teacher Resume

Lead Preschool Teacher Resume

Cover letter guide.

Preschool Teacher Cover Letter Sample

Cover Letter Format

Cover Letter Salutation

Cover Letter Introduction

Cover Letter Body

Cover Letter Closing

No Experience Preschool Teacher Cover Letter

Key Takeaways

By Experience

Embarking on your journey as a preschool teacher, you've polished your resume and found your dream job. But there's a catch: they want a cover letter, too. This isn't just a repeat of your resume; it's your chance to share a compelling story about your proudest professional moment. Crafting a professional yet unique letter that fits on one page can be tricky – you want to stand out without falling into clichés. Let's help you write that standout cover letter.

• Step your best foot forward in the preschool teacher cover letter introduction;
• Be inspired by other professionals' certified cover letters;
• Structure your preschool teacher cover letter to feature what matters most;
• Close off your preschool teacher cover letter to make a memorable impression on recruiters.

But where to start writing? Upload your resume into Enhancv's AI, which will prepare your preschool teacher cover letter (all you need to do is personalize it, and you'll be good to go).

If the preschool teacher isn't exactly the one you're looking for we have a plethora of cover letter examples for jobs like this one:

• Preschool Teacher resume guide and example
• Scholarship cover letter example
• High School Teacher cover letter example
• First Grade Teacher cover letter example
• Online Teacher cover letter example
• Special Education Teacher Assistant cover letter example
• Infant Teacher cover letter example
• Educational Consultant cover letter example
• Teacher cover letter example
• Undergraduate Teaching Assistant cover letter example
• Correctional Officer cover letter example

Preschool Teacher cover letter example

MICHELLE SANDERS

Fort Wayne, Indiana

+1-(234)-555-1234

[email protected]

• Professional Achievement: Highlighting quantifiable achievements, such as improving student literacy rates, is crucial to showcase effectiveness in past roles and provides concrete examples of what the applicant can bring to the new position.
• Relevant Skills: Focusing on skills specific to the role, like early childhood development and engaging communication, allows the hiring manager to quickly assess the candidate’s suitability for the position of Preschool Teacher.
• Program Development: Describing past experiences with initiating and leading educational programs demonstrates leadership capabilities and the ability to innovate, both of which are valuable in a school setting.
• Call to Action: Concluding the cover letter with an invitation for an interview and expressing eagerness to join the team effectively prompts the hiring manager to consider the candidate for the next step in the recruitment process.

Structuring and formatting your preschool teacher cover letter

Here's what the structure of your preschool teacher cover letter should include:

• Header (with your name, the position you're applying for, and the date);
• Salutation (or greeting);
• Introductory paragraph (or your opening statement);
• Body paragraph (or further proof of your experience);
• Closing paragraph (with a call to action);
• Signature (that is optional).

Use the same font for your preschool teacher resume and cover letter - modern fonts like Lato and Rubik would help you stand out.

Your preschool teacher cover letter should be single-spaced and have a one-inch margins - this format is automatically set up in our cover letter templates and our cover letter builder .

When submitting your cover letter, always ensure it's in PDF, as this format keeps the information intact (and the quality of your document stays the same).

On one final note - the Applicant Tracker System (ATS or the software that is sometimes used to initially assess your application) won't read your preschool teacher cover letter.

The top sections on a preschool teacher cover letter

• Header: This section includes your name, address, phone number, and email, which is essential for providing the recruiter with immediate contact information and establishing a professional tone for the cover letter.
• Opening Greeting: Addressing the hiring manager by name whenever possible conveys respect and demonstrates your attention to detail, an important quality in preschool education.
• Introduction: Start with a brief but engaging statement that expresses your enthusiasm for early childhood education and quickly captures the recruiter's interest, showing that you are a passionate and dedicated candidate.
• Body: This is where you highlight your teaching philosophy, experience with child development, and any unique skills or certifications that are directly relevant to working with preschool-aged children, effectively showcasing your qualifications for the role.
• Closing: In this section, you restate your enthusiasm for the position, invite the recruiter to review your resume, and thank them for considering your application, demonstrating professionalism and strong interpersonal skills which are crucial in educational settings.

Key qualities recruiters search for in a candidate’s cover letter

• Patience and Calm Demeanor: Dealing with young children requires the ability to remain composed and patient throughout the day.
• Early Childhood Education Credentials: Having relevant educational background assures recruiters of the candidate's knowledge in child development and teaching methodologies.
• Creativity and Flexibility: The ability to craft engaging and adaptable lesson plans that cater to varied learning styles and interests of children.
• Strong Communication Skills: Being able to communicate effectively with children, parents, and colleagues to foster a supportive and transparent environment.
• Emotional Intelligence: Understanding and responding appropriately to the emotional needs of preschool-aged children.
• Experience with Classroom Management: Demonstrating the ability to maintain order, promote respectful behavior, and create a positive learning space.

Kick off your preschool teacher cover letter: the salutation or greeting

When writing your preschool teacher cover letter, remember that you're not writing for some complex AI or robot, but for actual human beings.

And recruiters, while on the lookout to understand your experience, would enjoy seeing a cover letter that is tailored to the role and addresses them . Personally.

So, if you haven't done so, invest some time in finding out who's the hiring manager for the role you're applying to. A good place to start would be LinkedIn and the corporate website.

Alternatively, you could also get in touch with the company to find out more information about the role and the name of the recruiter.

If you haven't met the hiring manager, yet, your preschool teacher cover letter salutation should be on a last-name basis (e.g. "Dear Mr. Donaldson" or "Dear Ms. Estephan").

A good old, "Dear HR Professional" (or something along those lines) could work as your last resort if you're struggling to find out the recruiter's name.

List of salutations you can use

• Dear Hiring Manager,
• Dear [School Name] Team,
• Dear Director [Last Name],
• Dear Mr./Ms. [Last Name],
• Dear Dr. [Last Name],
• Dear [Educational Institution] Recruitment Committee,

How to start your preschool teacher cover letter introduction

The opening paragraph of your preschool teacher cover letter can seem like a real enigma.

Where do you start writing ?

In your preschool teacher cover letter introduction, focus on yourself by stating what:

• gets you motivated and excited about the role;
• you like best about the company, from culture to awards.

Write no more than two sentences, which are both authentic and show your enthusiasm for the opportunity.

That one achievement in your preschool teacher cover letter body

The lengthiest part of your preschool teacher cover letter is the body.

Within the next three to six middle paragraphs, present yourself as the best candidate for the role .

How can you do that without retelling your whole professional resume?

Select one key achievement that covers job-crucial skills and technologies (and is memorable).

Within the body of your preschool teacher cover letter, aim to tell the story of how you achieved your success. Also, write about how this would help out your potential team.

Thinking about the closing paragraph of your preschool teacher cover letter

Before your signature, you have extra space to close off your preschool teacher cover letter .

Use it to either make a promise or look to the future.

Remind recruiters how invaluable of a candidate you are by showing what you plan to achieve in the role.

Also, note your availability for a potential next meeting (in person or over the telephone).

By showing recruiters that you're thinking about the future, you'd come off as both interested in the opportunity and responsible.

Lacking experience: here's how to write your preschool teacher cover letter

As a candidate with no experience, it's important to be honest from the get-go of your application .

Use your preschool teacher cover letter to sell your unique talents. Choose an accomplishment from your academic background or your volunteer work to show the skills that are relevant to the role.

Focus on your career objectives and how you see the job to align with them. Be specific and, at the same time, realistic about where you picture yourself in five years.

Key takeaways

Summarizing the most important aspects in writing your preschool teacher cover letter, remember to:

• Create a personalized preschool teacher cover letter for each role you apply for, that includes the recruiter's name in the salutation;
• Format your preschool teacher cover letter with single-spacing, one-inch margins, and a modern, yet ATS-friendly font;
• Always start off your preschool teacher cover letter with two sentences that reflect what is most important about your application;
• Your preschool teacher cover letter body should feature your biggest accomplishments and the job-relevant skills it has taught you;
• Instead of opting for the "Sincerely yours" ending, close your preschool teacher cover letter with a nod to the future with what you aim to achieve in this potential role.

Preschool Teacher cover letter examples

Explore additional preschool teacher cover letter samples and guides and see what works for your level of experience or role.

Cover letter examples by industry

AI cover letter writer, powered by ChatGPT

Enhancv harnesses the capabilities of ChatGPT to provide a streamlined interface designed specifically focused on composing a compelling cover letter without the hassle of thinking about formatting and wording.

• Content tailored to the job posting you're applying for
• ChatGPT model specifically trained by Enhancv
• Lightning-fast responses

Choosing a Marketing Career Path

Resume job description: samples & tips to help you enhance your application, should you include irrelevant experience on your resume, how to ace your job search with a little help from chatgpt, should you include citizenship on your resume, best resume layout: 9 examples and templates that recruiters approve.

• Create Resume
• Terms of Service
• Privacy Policy
• Cookie Preferences
• Resume Examples
• Resume Templates
• AI Resume Builder
• Resume Summary Generator
• Resume Formats
• Resume Checker
• Resume Skills
• How to Write a Resume
• Modern Resume Templates
• Simple Resume Templates
• Cover Letter Builder
• Cover Letter Examples
• Cover Letter Templates
• Cover Letter Formats
• How to Write a Cover Letter
• Resume Guides
• Cover Letter Guides
• Job Interview Guides
• Job Interview Questions
• Career Resources
• Meet our customers
• Career resources
• English (UK)
• French (FR)
• German (DE)
• Spanish (ES)
• Swedish (SE)

© 2024 . All rights reserved.

Made with love by people who care.

Cover Letter For A Preschool Teacher With Tips And Example

Unlock the secrets to crafting a standout cover letter for a preschool teacher job. Dive into samples and top tips that will leave you wanting more.

Sanjoy Khan Choudhury

Read more posts by this author.

Hello passionate educators!

Being a preschool teacher is more than just teaching alphabets and numbers; it's about laying the foundation for a child's lifelong learning journey.

Securing a role that shapes the future generation demands more than a resume—it requires a compelling introduction.

A "cover letter for a preschool teacher" isn't merely formal documentation. Instead, it serves as your personalized introduction, representing your voice and setting the stage for your invaluable first impression.

In this blog, you can expect:

• Real-world examples to guide your writing journey.
• Key elements that'll make your cover letter stand out.
• Cover letter writing tips to ensure your letter speaks volumes about your dedication.
• Common cover letter mistakes to avoid.

Ready to create that lasting impression? Let's get started!

Sample Cover Letter for a Preschool Teacher With Experience

[Your Name] [Your Address] [City, State ZIP Code] [Your Email Address] [Your Phone Number]

[Today's Date]

[Manager's Name or Hiring Manager] [School Name] [Address] [City, State ZIP Code]

Dear Hiring Manager,

I am eager to express my interest in the Preschool Teacher position at [School/Academy Name]. Holding a Bachelor's degree in Early Childhood Education and relevant teaching experience, I believe I am a prime candidate for this role.

Previously, I served as a preschool teacher for a year at [Previous School/Academy]. This tenure enriched my capabilities in teaching and nurturing young minds, positioning me uniquely for the role at your esteemed institution.

In my last role, my core responsibilities included:

• Holistic Development: Ensuring each child's academic and social growth through carefully designed activities and lessons.
• Creating Learning Environments: Crafting engaging and safe spaces where children can explore, learn, and grow.
• Parent-Teacher Collaboration: Regularly update parents about their child's progress, address concerns, and receive feedback.
• Organizing Field Trips: Planning and executing educational outings, giving children hands-on experiences to complement classroom learning.
• Safety and Care: Ensuring the well-being and safety of each child, providing immediate care when needed, and maintaining a secure classroom environment.

Passionate about fostering a love for learning in young children, I am committed to creating a nurturing and educational space for them. I am enthusiastic about bringing my skills and dedication to [School/Academy Name] and contributing to its mission of shaping tomorrow's leaders.

Thank you for considering my application. I am eager to discuss my qualifications in more detail.

[Your Name]

Sample Cover Letter for a Preschool Teacher With No Experience

I am eager to express my interest in the Preschool Teacher position at [School/Academy Name]. While I recently graduated from [Your College/University Name] with a degree in [Your Major, e.g., Early Childhood Education], I am confident that my enthusiasm, educational background, and dedication position me well for this role.

While I haven't held a formal teaching position, I've garnered valuable hands-on experience during my internship at [Internship Place, e.g., Little Sprouts Kindergarten]. Here, I assisted lead teachers in crafting lesson plans, managing classroom dynamics, and organizing educational games and activities.

Furthermore, I believe in continuous learning. I've attended workshops on [Specific Topic, e.g., Montessori Methods]. I am a part of online communities dedicated to innovative teaching techniques. I am keen to bring this mindset to [School/Academy Name], ensuring I remain at the forefront of effective teaching methodologies.

Teaching, for me, is more than a profession; it's a calling. I'm fueled by the joy of seeing young children grasp new concepts and am committed to creating a safe, supportive, and stimulating environment for them.

Thank you for considering my application. I am enthusiastic about the prospect of starting my teaching journey at [School/Academy Name]. I would cherish the opportunity to discuss further how I can contribute to your esteemed team.

Essential Components in a Preschool Teacher Cover Letter

Capturing the attention of prospective employers requires a well-crafted cover letter that highlights the Essential Components of a Preschool Teacher Cover Letter. This document serves as a vital introduction, conveying not just qualifications but a genuine passion for early childhood education.

Let us break down the essential components for you:

1. A Warm Greeting: Start with "Dear Ms." or "Mr." followed by their last name. It's personal and respectful.

2. State Your Purpose: Let them know why you're writing in the first place. Are you applying for a teaching position? Make your point clear and concise.

3. Your Story: Why did you choose early childhood education? Share a bit about your enthusiasm for the profession. Not too long, just a touch of your journey.

4. Your Educational background: Mention where you went to school and any special teaching courses you took. This tells the school you're trained for the job. Your studies help prove you're ready to teach little ones.

4. Your Skills: What makes you a great preschool teacher? It could be your talent for making learning environments fun. Or perhaps you're amazing at field trips. Let them know every nuance!

5. A Strong Finish: End by saying thank you. Always express gratitude for their time and consideration. It leaves a good impression. It also reflects your command over the language.

6. Your Contact: Make it easy for them. They should know how to reach you if they want to talk more. Say, "Feel free to contact me."

Now, you have the building blocks. Use them well, and your cover letter will shine!

Top Writing Tips for Crafting Your Preschool Teacher Cover Letter

Creating the perfect cover letter can feel tricky. But with the right tips, it becomes much easier. Let's jump into the best advice for making your letter shine.

1. Be Genuine: Honesty always stands out. Write from the heart. Share real experiences. Be you. Nothing beats genuine words!

2. Short and Sweet: Keep your sentences brief. It's easier to read and gets straight to the point. Remember that the person reading your letter doesn't have a lot of time. Make it easier for them to absorb your information.

3. Use Action Words: Words like "designed," "taught," and "inspired" show you're active in your role. They bring energy and set the tone for you. It also reflects your command over the language.

4. Avoid Repetition: Say things once, which should be Clear. Avoid repetition to keep your letter fresh and engaging.

5. Personal Touch: Always address the hiring manager by name if you can. It shows you did your homework. Being generic shows, you didn't care enough to take the extra step.

6. Highlight Achievements: Did your class have a great field trip? Did the parents give you positive feedback? Share those wins!

You can also mention your challenges and how you have overcome them.

7. Proofread: Small mistakes can be distracting. Check your work. Maybe you can even ask a friend to help.

With these tips in hand, you're all set for your job application.

Your cover letter is a reflection of you. Make it as special as the lessons you plan for those young children. Happy writing!

Follow-up and Next Steps

Once your cover letter for a preschool teacher position is polished and sent, what's next? It's not just about waiting. Let's ensure you maximize your chances with some proactive steps.

Track Your Application: Wait a week or two after sending your application. If you don't hear back, consider sending a polite follow-up email. It demonstrates your continued interest.

Stay Prepared: In the interim, prepare for potential interviews. Review common interview questions for preschool teachers. Reflect on experiences that showcase your skills and dedication.

Show Initiative: Research the school or institution you've applied to. Understanding their values, curriculum, and teaching methods can give you an edge during interviews. It also reinforces your genuine interest in being part of their team.

Gather References: Now's the time if you haven't done so. Contact previous employers or colleagues who can vouch for your skills and work ethic.

Stay Updated: The field of early childhood education is ever-evolving. Engage in webinars, workshops, or even online communities. It keeps your knowledge fresh and might give you an extra talking point in an interview.

Every step you take after submitting your application can influence the outcome. Stay proactive, stay passionate, and most importantly, believe in yourself. Your journey as a preschool teacher is laden with opportunities. Seize them!

Common Mistakes to Avoid in Your Preschool Teacher Cover Letter

Writing a cover letter is an art, but even the best artists can sometimes make mistakes. Let's ensure your cover letter for a preschool teacher position is flawless by highlighting some common pitfalls:

1. Lack of Customization: Avoid using a one-size-fits-all cover letter. Tailor each letter to the specific school or institution, showing you've done your homework.

2. Overconfidence or Underselling: Find a balance. You want to showcase your strengths without sounding arrogant. Similarly, don't be too modest; highlight your achievements.

3. Forgetting the 'Why': Always express why you're passionate about early childhood education. Let your genuine love for the profession shine through.

4. Neglecting to Proofread: A single typo can detract from your entire letter. Proofread multiple times. Furthermore, have someone you trust review it for you as well.

5. Lengthy Narratives: Keep it concise. Your cover letter should complement your resume, not repeat it. Highlight only the most relevant experiences.

Your cover letter is often the first impression you make. Craft it with care, infuse it with passion, and you're on the right track!

Elevate your cover letter prowess by exploring our extensive collection of blogs tailored for different job roles and internships. Jump in, learn, and refine your approach to writing.

Dental Receptionist Cover letter

Software engineer internship Cover letter

Law Internship Cover Letter

Marketing Internship Cover Letter

Human Resources Internship Cover Letter

Wrapping Up

Crafting a strong cover letter for a preschool teacher position is vital. Afterall, it's your voice before the interview. It's more than just words; it's your passion and dedication on paper.

Key Takeaways:

• Start genuine. Make them feel your energy.
• Your experience is your story. Share it.
• Let your love for teaching shine.
• Match your goals with the school's vision.
• Always end with hope and enthusiasm.

As we wrap this up, remember that your cover letter is your introduction, your first impression. Make it count. Good luck, and here's to new beginnings and meaningful journeys in teaching!

This article has been written by Sanjoy Khan Choudhury . He works as a Content Marketing Specialist at Vantage Lens . His areas of interest include music, marketing, cuisine, and anime. When he’s not writing, he’s usually singing to the tune of his guitar or finding some weird way to cook his meal.

Join for job search assistance, workplace tips, career guidance, and much more

15 Early Childhood Teacher Cover Letters That Will Get Hired (NOW)

Are you are looking to write a cover letter for Early Childhood Teacher jobs that will impress recruiters and get you noticed by hiring managers? You need one to apply for a job, but you don’t know what to say.

A cover letter is important for any job applicant because it gives the potential employer an insight into what type of worker they will be getting. It also allows the applicant to set themselves apart from other applicants by showing them how their skills and qualifications align with what the employer needs.

Here are 15 amazing Early Childhood Teacher cover letters that are professionally written and will help you stand out and get that job!

Early Childhood Teacher Cover Letters

Each cover letter is written with a different focus. Review all of them and pick the ones that apply to your situation. Take inspiration from multiple samples and combine them to craft your unique cover letter.

Early Childhood Teacher Sample 1

I would love the opportunity to get to know you and your family better. I am a hardworking, compassionate Early Childhood Teacher with over 10 years of experience in the field. My goal is to provide children with an enjoyable and safe learning environment that encourages creativity and development. I am eager to discuss my qualifications in more detail for this open position. Please call me at (123) 456-7890 or email me at (email address). Thank you very much for your time and consideration of my application!

Early Childhood Teacher Sample 2

I am writing in regards to the Early Childhood Teacher position that has been advertised on HiGrant.com. I have a degree in Early Childhood Education from XYZ University which will equip me with all necessary qualifications to take on this position, as well as being a certified teacher. In my current role as Early Childhood Assistant Teacher (since 2017), I am responsible for engaging and educating small children and assisting the Head of School with their individual needs and development strategies. It would be an honour to be given the opportunity to work with your team at ABC Kindergarten – thank you for your consideration

Yours sincerely,

Early Childhood Teacher Sample 3

It has come to my attention that the Early Childhood Teacher position is currently open in your school. I am confident that I would be an excellent addition to your team. I have over three years of experience working with children in the classroom setting, and have thoroughly enjoyed my time so far.

I’m confident that I can offer you what you are looking for, and would love to hear more about the position. Please contact me anytime at ________ for additional information or if you need any previous references checked out before making a decision. Thank you!

Early Childhood Teacher Sample 4

My name is Elizabeth Smith. I have always wanted to be a teacher and have taught before, so I am very excited about this opportunity for an Early Childhood Teacher position. I was born in Alabama, but raised in New York City. My parents are both teachers at P.S 124 in Brooklyn, so they would be happy to vouch for me as well if you need references!

Early Childhood Teacher Sample 5

Dear Hiring Manager,

I am writing to apply for the Early Childhood Teacher position at ABC School. I have years of experience teaching early childhood education to children aged 3 – 5 years old. I am passionate about working with children and believe that I would be an ideal candidate for this position. Please contact me to schedule an interview if you are interested in learning more about my qualifications. Thank you for your consideration.

Early Childhood Teacher Sample 6

Hello, I am writing this letter to express my interest in the Early Childhood Teacher position at (company name). I am grateful for the opportunity to interview with you on (date) for this role. I have had years of experience working with preschool children and their families as an assistant teacher, classroom assistant, and teacher’s aid. I have also volunteered with children at my church on weekends. I possess strong interpersonal skills that allow me to work well with any age group. My strong leadership skills make me a great team player, as well as a collaborative leader who embraces change and works well under pressure. The Early Childhood Teacher position is exactly what I’m looking for in my next career move; it offers the opportunity

Early Childhood Teacher Sample 7

Dear Manager, Your Early Childhood Teacher position has caught my eye. I have a bachelor’s degree in Early Childhood Education with 3 years of experience working in the field. I would love to learn more about your company and how I can make an impact on your team. Please feel free to contact me to set up an interview at XXX-XXX-XXXX or email me at [email protected] Thank you, ____________________

Early Childhood Teacher Sample 8

Dear _____, I hope you are well. I am interested in the Early Childhood Teacher position that is available at your company. As I am a recent graduate with a bachelor’s degree in Early Childhood Education, I would be an excellent candidate for this job. My experience includes completing student internships at various daycares and preschools where I assisted teachers with their instruction, created lesson plans for innovative activities, and provided children the opportunity to explore the world of learning through imaginative play while also maintaining best practices. My education has allowed me to be certified in CPR/AED, first aid care for children 3+, food safety certification, and have completed my required hours of observation time under supervision of experienced teachers before being eligible to teach

Early Childhood Teacher Sample 9

Dear Future Employer, I am writing this letter to express my interest in the Early Childhood Teacher position that you have advertised on __________. I am excited about the opportunity to be a part of your team and help young minds grow. As an Early Childhood Teacher, I can bring my expertise in teaching children with diverse abilities and backgrounds. Since receiving my degree from _____ College, I have been teaching at _____ Elementary School for 3 years. The school has been very supportive and appreciative of all the work that we put into helping our students succeed in school and life. My resume is attached so please feel free to reach out if you would like more information about me or if there are any questions you would like me to answer

Early Childhood Teacher Sample 10

Dear Mr. Smith,

I am applying for the Early Childhood Teacher position at ABC Elementary School. I would like to show you my qualifications and why I am the best candidate for the job. I have extensive experience working with children from a wide age range and can confidently say that this is a perfect fit for me. The education system has shaped who I am as a person and what I want to do in life, which is why teaching early childhood students would be such an amazing opportunity for me. Teaching is not just my profession – it’s my calling, and it’s been a lifelong ambition of mine to teach children from an early age about how incredible they are. Furthermore, because of the personal interest in children’s development that I

Early Childhood Teacher Sample 11

Dear ________, I am enthusiastic about teaching in an early childhood setting. I have had six years of experience working in this environment, and enjoy the challenges posed by the younger age group. I will provide you with energy and creativity to make your classroom fun and stimulating for children to learn in. I feel qualified for this position because my previous work experience has provided me with additional skills that are needed in this position. I am available to interview at your earliest convenience _______ (Your Name)

Early Childhood Teacher Sample 12

Dear _____, I am an Early Childhood Teacher with experience in early childhood education. As a teacher, I have taught 4-5 year olds basic skills such as shapes and colors as well as more complex skills like counting to 10.   I am interested in applying for the Early Childhood Teacher position at your school because my background and experience would be a valuable addition to your staff.

Early Childhood Teacher Sample 13

I am interested in learning more about the Early Childhood Teacher position. I have a degree in Elementary Education, with an emphasis on Early Childhood Education, and over 5 years of experience working as a preschool teacher. This is the perfect opportunity for me to continue my passion for helping children reach their full potential. Teaching at this level would allow me to utilize my skills and abilities to best help children reach their goals.

Early Childhood Teacher Sample 14

Dear Mr. Smith, I would like to apply for the Early Childhood Teacher position you have posted. I have over 15 years of experience in this field. I have worked with children aged 1-5 years old in both group and individual settings. I am committed to educating children through play-based learning that is academically focused. My goal is for each child to feel supported by their environment, which will allow them to develop naturally and without limitations.

Thank you for your time, Nicole

Early Childhood Teacher Sample 15

Dear Mr./Ms. __________, I am a recent graduate with a Bachelor of Arts degree in Early Childhood Education from Saddleback College. I have been tutoring children since I was 16 years old and teaching them at the preschool level for the past six years. In my time tutoring, I have excelled in developing skills that are important for early childhood students to excel in school such as letter recognition and sound identification. In my time teaching preschoolers, I have also had success in developing reading primers and establishing a reading culture with parents. My dedication to this field has helped me develop skills needed to be an effective early childhood teacher such as patience with others, creativity through art projects, and most importantly – empathy

Recruiters and hiring managers receive hundreds of applications for each job opening.

Use the above professionally written Early Childhood Teacher cover letter samples to learn how to write a cover letter that will catch their attention and customize it for your specific situation.

Related Careers:

• 15 Probation Officer Cover Letters That Will Get Hired (NOW)
• Dog Walker Resume Sample
• 15 Medical Assistant Cover Letters That Will Get Hired (NOW)
• 15 Retail Manager Cover Letters That Will Get Hired (NOW)
• Affiliate Manager Resume Sample
• 15 Apple Specialist Cover Letters That Will Get Hired (NOW)
• 15 Flight Attendant Cover Letters That Will Get Hired (NOW)
• 15 Sales Manager Cover Letters That Will Get Hired (NOW)
• 15 District Manager Cover Letters That Will Get Hired (NOW)
• System Specialist Resume Sample

Leave a Comment Cancel reply

You must be logged in to post a comment.

Preschool Teacher Cover Letter Example

Cover letter examples, cover letter guidelines, how to format an preschool teacher cover letter, cover letter header, cover letter header examples for preschool teacher, how to make your cover letter header stand out:, cover letter greeting, cover letter greeting examples for preschool teacher, best cover letter greetings:, cover letter introduction, cover letter intro examples for preschool teacher, how to make your cover letter intro stand out:, cover letter body, cover letter body examples for preschool teacher, how to make your cover letter body stand out:, cover letter closing, cover letter closing paragraph examples for preschool teacher, how to close your cover letter in a memorable way:, pair your cover letter with a foundational resume, key cover letter faqs for preschool teacher.

Starting your Preschool Teacher cover letter should be engaging and tailored to the specific job posting. Begin by addressing the hiring manager directly if their name is available. If not, use a general salutation like "Dear Hiring Manager". Then, introduce yourself and state the position you're applying for. For example, "My name is [Your Name], and I am applying for the Preschool Teacher position at [School Name]." Following this, mention where you found the job posting and express your enthusiasm for the role. For instance, "I was thrilled to see the opportunity posted on [Where You Found the Job], as I have always admired your institution's commitment to early childhood education." This approach shows that you've done your research and are genuinely interested in the role.

The best way for Preschool Teachers to end a cover letter is by expressing enthusiasm for the opportunity and a desire for further discussion. For instance, "I am very excited about the possibility of bringing my unique blend of skills and experience to your esteemed preschool. I look forward to the opportunity to discuss how I can contribute to your team." This shows you are eager and proactive. Always remember to thank the reader for their time and consideration. Finally, close with a professional sign-off like "Sincerely" or "Best regards," followed by your name. This ending is effective as it demonstrates your passion for teaching, your respect for the reader's time, and your professionalism.

Preschool Teachers should include the following elements in their cover letter: 1. Contact Information: Start with your name, address, phone number, and email address at the top of the letter. 2. Salutation: Address the letter to the hiring manager by name, if possible. If not, use a general salutation like "Dear Hiring Manager". 3. Introduction: In the first paragraph, introduce yourself and express your interest in the position. Mention where you saw the job posting. 4. Experience and Skills: In the body of the letter, highlight your relevant experience and skills. As a preschool teacher, you should emphasize your experience in early childhood education, lesson planning, child development, and classroom management. Mention any certifications you hold, such as CPR or First Aid. 5. Achievements: Highlight any achievements or successes you've had in previous roles, such as improving student engagement or implementing a new curriculum. Use specific examples and numbers if possible. 6. Personal Qualities: Preschool teachers need to be patient, creative, and enthusiastic. Highlight these qualities and any others that make you a good fit for the role. 7. Knowledge about the Institution: Show that you've done your research about the preschool and explain why you're interested in working there. This could be their teaching philosophy, reputation, or community involvement. 8. Conclusion: In the final paragraph, express your interest in the opportunity to interview for the position and thank the hiring manager for considering your application. 9. Signature: End the letter with a professional closing like "Sincerely" or "Best regards," followed by your name. Remember, your cover letter should complement your resume, not duplicate it. It's your chance to tell a story about your experience and passion for teaching young children.

Related Cover Letters for Preschool Teacher

Related resumes for preschool teacher, try our ai cover letter generator.

• Preparation Tips
• Interview Checklist
• Questions&Answers
• Difficult Questions
• Questions to Ask

Interview Tips

• Dress for Success
• Job Interview Advice
• Behavioral Interview
• Entry Level Interview
• Information Interview
• Panel Interviews
• Group Interviews
• Phone Interviews
• Skype Interviews
• Second Interviews
• Zoom Interviews
• Job Interview Guides
• Administrative
• Call Center
• Clerical Interview
• Customer Service
• Human Resources
• Office Manager
• Project Manager
• Restaurant Jobs
• Social Work
• Interview Follow Up
• Thank You Letters
• Job References
• Employment Tests
• Background Checks
• Character References
• Accepting a Job Offer
• Decline a Job Offer
• Verbal Job Offer
• Negotiate Salary
• How to Resign
• Job Search Strategy
• Job Search Tips
• Respond to Interview Request
• Letters of Recommendation
• Surviving a Layoff
• Sample Resumes
• Resume Objectives

Cover Letters

Job Descriptions

• Job Interview Blog
• Best Articles

Privacy Policy

• Preschool Teacher Cover Letter

Preschool Teacher Cover Letter and Top Tips

Your preschool teacher cover letter is the ideal opportunity to present a professional image and to highlight your credentials as they relate directly to the job opportunity.

Including a persuasive and targeted cover letter with your resume will help you stand out from the competition and get your preschool teaching job application taken seriously. This results-driven cover letter is easy to adapt for your own use. 

SAMPLE PRESCHOOL TEACHER COVER LETTER

Your name Your address Your contact details(phone and email) Date Mrs Hannah Wood Human Resources Manager Early Education Group 210 Irving Street Elmhurst, NY 11380

Dear Mrs Wood

I read your recent job posting for a preschool teacher with great enthusiasm as my qualifications and expertise closely match your requirements. I have enclosed my resume for your review and consideration.

Please allow me to highlight some key points that are relevant to this job opportunity.

• successfully planned and implemented a comprehensive curriculum to meet the social, recreational, cultural and educational needs of a group of culturally diverse preschoolers ages 3 through 4.
• designed and integrated art, music, math, science, language, literature, technology and socialization activities to effectively promote learning and develop self-esteem.
• ensured learning activities and content were accessible and engaging for both special needs and general-population children.
• created a nurturing and fun learning environment to encourage exploration and discovery while maintaining safety, discipline and hygiene standards.
• effectively collaborated with other teachers, staff and parents to promote the general well-being of the school and the collective and individual interests of the children.
• knowledgeable in all aspects of early childhood education with a strong grounding in best practices.

I am confident that my proven organizational skills coupled with my patience, my passion for educating young children and my high energy levels make me an excellent candidate for your position. I would jump at the opportunity of an interview and I look forward to discussing my qualifications in further detail. 

Thank you for your time and consideration.

Your Preschool Teacher Resume

Package your skills, experience and enthusiasm for teaching into a convincing preschool teacher cover letter to include with your preschool teacher resume .

Entry Level Teacher Resume

Preschool Teaching Assistant Resume

Teacher Resume Templates

Find out how to maximize the job-winning power of your cover letter with these excellent tips.

Preschool Teacher Cover Letter Tips

• Consider the job description and job requirements very carefully when writing your cover letter. It is essential to target your cover letter to the needs of the specific preschool teaching position.
• Make note of the keywords - the essential skills, experience and credentials - used in the job posting and highlight these in your cover letter.
• Make use of bullet points to format your cover letter and focus the reader's attention on your relevant skills and strengths .
• Communication skills are important in this job and this is the first opportunity you have to showcase your ability to communicate. Take the time to edit and proofread your preschool cover letter to ensure it sends the message you want.
• Make a strong closing statement that motivates the reader to take action and gets you the interview.

Preschool Teacher Job Interviews

Preschool Teacher Interview Questions and Answers

Teaching Assistant Interview Questions

Essential Teaching Interview Guide

To Top of Page

Don't Miss These Latest Updates

Problem-solving is a key skill for today's workplace. Problem-solving behavioral interview questions

Compelling sample interview answers to "Why do you want to work for this company?"

11 essential supervisor interview questions and answers plus industry specific supervisor Q&A .

How to ask for a letter of recommendation with this sample email requesting letter of recommendation .

What are the top 10 reasons for leaving your job? Find out acceptable reasons for leaving a job.

Sample employment acceptance letter and email to properly confirm your acceptance of the job offer and employment contract.

What are your strengths? Find out the 11 essential workplace strengths at list of strengths and weaknesses

Interview Preparation

Interview Questions & Answers

Interview Guides

After the Interview

The Job Offer

Latest News

© Copyright 2023  |   Best-Job-Interview.com    |   All Rights Reserved.

• Letter Writing
• Formal Letter Writing In English
• Application For School Teacher Job

Application for School Teacher Job | Check Format and Samples

An application for school teacher job is written by candidates applying for a teaching post in a school. It should contain information about the experience they hold  in the respective field and the reason behind joining the school as well as leaving the previous institution.

Table of Contents

How to write an application for a school teaching job, application for the post of primary teacher, sample application for the post of high school teacher, frequently asked questions on application for school teacher job.

A job application is basically like a formal letter  which reflects your entire career journey and attracts the attention of the recruiters. An application for the post of the primary teacher should be written to the principal of the school. While writing an application for the post of primary teacher, you will have to mention the years of experience you hold and the post you are applying for, along with the required documents like your CV, experience certificate, previous employment letter, certificates, Aadhar card, etc.

Samples of Application for a School Teacher Job

For a clear understanding of the format of writing an application for the post of primary teacher, you can refer to the below-provided sample letters.

12/56, LG Street

The Principal,

UI Montessori School

Old Airport Road, Mumbai

Subject: Application for the post of primary teacher

Respected Sir/Madam

I am writing in response to the advertisement in the Times of Mumbai newspaper about an opening for a Kindergarten Teacher in your esteemed institution. I am writing to express my interest in this position, and I am submitting this job application letter in support of my qualification.

After completing my graduate studies in English, I completed a Diploma in Nursery Teacher Training four years ago. Since receiving my diploma, I have worked as a pre-primary teacher at XV International School in Mumbai, and I am now looking for better career opportunities. With the necessary qualifications and experience, I am confident in my ability to educate young learners with enthusiasm. My experience in the  field has taught me a lot about dealing with children with compassion and kindness, which I believe qualifies me for this position.

I am presenting this application with the hope that you will consider it. I have enclosed my resume and my degree certificates for your kind perusal. For any additional information, please contact me by email or phone.

Yours faithfully,

Amrit Dwibedi

Mail address- [email protected]

Contact No. 9999999

Attachments:

• Educational Certificates
• Experience letter
• Three months Salary Slip
• Aadhar Card

15, Anugraha Apartments

February 16, 2022

The Principal

KHG Matriculation High School

Subject: Application for the post of high school teacher

Dear Sir/ Madam,

With reference to the advertisement on your institution’s official website, I would like to let you know that I am interested in the mentioned job role. I have recently completed my M.Ed and have worked as an intern for a period of 3 months at GRD Matriculation Higher Secondary School. With the experience I have gathered in teaching high school students, I believe I can do justice to the role at your esteemed institution. I also consider this opportunity to be a great chance to offer my services and grow professionally.

In view of this, I would like to request you to consider my application. You can take a look at the attached documents for all information regarding my educational and professional qualifications. You can contact me in case of any further queries.

Looking forward to hearing from you.

Amritha Jain

Email address- [email protected]

Contact- 99999

• Relieving Letter
• Three months salary slip

How to write an application for the post of a teacher?

You can write the application for the post of teacher in the formal letter format expressing your interest in the job. Explain about your past experiences; make sure you do not sound overconfident.

Why do we need an application for a school teacher job?

An application letter for a school teacher job is needed to show your interest in the job and also explain your qualifications.

What are the documents required to be submitted along with the application?

For applying to the teacher’s post, you need to attach the proof of your qualifications like CV and other educational certificates. Along with that, you must provide the proof of your previous employment and salary slips. You must also enclose an identity proof.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Philadelphia mayor unveils simplified pre-K application, bonuses for early childhood teachers

Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with the city’s public school system.

Applying to Philadelphia’s free preschool options may soon be much easier.

Mayor Cherelle Parker has announced two initiatives designed to get more students enrolled in the city’s free early childhood education programs and help retain teachers in the field.

Starting June 3, parents and caregivers will be able to use one simplified application portal to sign up for the city’s free public preschool programs — a big change from the current process, which families have found to be onerous and confusing.

Parker also announced she’s allocating $3 million for signing and retention bonuses for some early childhood teachers who stay in their jobs for the upcoming school year. Lead teachers will be eligible to get up to $2,000, and assistant teachers will be eligible for up to $1,500.

In a statement following the announcement, Parker said the city will also be offering summer training for teachers “providing them the tools needed to support children facing ongoing trauma, and mental and behavioral challenges.”

These city investments in the childcare sector come at a crucial time. Early childhood providers have said their industry is in crisis with the end of federal COVID aid looming and a worsening teacher shortage.

An estimated 50% of early childhood educators surveyed across the commonwealth said last year they were “unsure” or “intending to not be working in their jobs in five years,” according to a report from Start Strong PA, a statewide early education advocacy group.

Parents and caregivers have told Chalkbeat the city’s free pre-K options are life-changing, offering high-quality childcare and learning opportunities for thousands of 3- and 4-year-olds. But the application process has been a barrier preventing many families from signing up.

“I hate unnecessary bureaucracy,” Parker said at a citywide “playdate” event at Smith Playground on Saturday. “As a mother and a former teacher, I know firsthand why teachers are critical to our communities … we really do care about early childhood education providers, and we’re not just talking about babysitters , we’re talking about true, prepared educators.”

Expanding access to free preschool was former Mayor Jim Kenney’s legacy initiative . However, in Parker’s budget proposal this year, she notably recommended Philly’s pre-k programs to be funded at the same level as last year, with 17,000 seats available across the city.

Creating a teacher retention fund can be more beneficial than expanding the number of pre-K seats alone, said Elizabeth Farwell Ozer, the policy and special projects manager at First Up, an advocacy group that provides training and accreditation assistance to early childhood educators and organizations.

“Until we’ve invested in the workforce and redrafted existing programs, any money towards expansion will be futile, since there aren’t enough staff to care for the existing kids,” she said in an email.

Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at [email protected] .

The pro-Palestinian encampment at the Auraria Campus is the largest such protest in the state. Students at the schools have mixed feelings about it.

Los distritos escolares de Colorado inscribieron a mas de 8 mil nuevos estudiantes inmigrantes entre octubre y el 29 de febrero.

Colorado State Board members said they believe growth will speed up in Adams 14 schools.

Spinning up a virtual learning program would be optional, and the plan does not force principals to choose any specific method for achieving the new caps.

The board voted to reelect Reginald Streater as its president, but its members’ pick for VP surprised even the winner.

The lawsuit asserts that the law is ‘unconstitutionally vague.’

Preschool teachers’ literacy beliefs, their evaluations of children’s writing, and their recommendations for ways to support it

• Open access
• Published: 06 May 2024

Cite this article

You have full access to this open access article

• Shira Besser-Biron 1 ,
• Deborah Bergman Deitcher   ORCID: orcid.org/0000-0002-4303-2649 2 ,
• Adi Elimelech 3 &
• Dorit Aram 4  

34 Accesses

1 Altmetric

Explore all metrics

Preschool teachers’ literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers’ literacy skills. In this light, we explored how preschool teachers’ beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children’s writing products and their recommendations for ways to promote these children’s writing, taking into consideration teacher and classroom variables (teacher training, preschool age group, and preschool SES). Participants were 110 teachers of preschoolers (aged 4–6). The teachers completed a literacy beliefs questionnaire. They were then presented with three products written by anonymous 5.5-year-old preschoolers, representing three writing levels: initial, intermediate, and advanced, and asked what each child knows about writing and recommendations for how they can be promoted. Responses were coded for the following aspects: letters, phonology, orthography, the writing system, and composing. Results showed that preschool teachers believe children’s early literacy and its promotion are important, and that these beliefs predicted some of their evaluations and recommendations. In the evaluations, the teachers did not relate at all to composing. They related primarily to letters and phonology, both in their assessments of the children’s knowledge and their recommendations for promoting the children’s writing. At more advanced writing levels, they also related to Hebrew orthography and the writing system, and made recommendations regarding these aspects. The study suggests that preschool teachers should be encouraged to incorporate composing and more complex aspects of writing into their writing activities and instruction.

Similar content being viewed by others

Examining teachers’ early writing knowledge and practices

Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool

Teaching Early Writing: Supporting Early Writers from Preschool to Elementary School

Avoid common mistakes on your manuscript.

Preschool teachers play an important role in supporting early literacy learning, especially through literacy interactions with preschoolers (e.g., Rowe et al., 2023 ; Yoshikawa et al., 2013 ). Moreover, preschool teachers’ literacy-related beliefs, literacy knowledge, and consistent support in literacy interactions relate to educational practices and literacy among preschoolers (Cash et al., 2015 ; Piasta et al., 2020 ). At the same time, there is limited research regarding preschool teachers’ beliefs and knowledge of early writing development and effective practices to promote children’s writing skills. Further, as Phillips and Piasta note ( 2022 ), much of the existing research has emerged primarily from studies of elementary school teachers (e.g., McCutchen et al., 2009 ; Oakley, 2018 ; Troia & Graham, 2016 ), and studies of children’s reading, as opposed to writing (Carlisle et al., 2009 ). To expand this knowledge base, the current study examined preschool teachers’ literacy beliefs and their knowledge, reflected in their evaluations of children’s early writing products and recommendations for ways to promote it.

Preschool teachers’ beliefs regarding early literacy skills

Studies identify teachers’ pedagogical beliefs as a driving force behind their educational decisions and practices (Buehl & Beck, 2015 ; Chen et al., 2024 ; Wieduwilt et al., 2023 ). In a meta-analysis, relations were found between preschool teachers’ beliefs and their willingness to adopt programs or curricula in the preschool framework (Sandvik et al., 2014 ). Additionally, teachers’ literacy beliefs appear to relate to the quantity and nature of literacy activities in the class (Hu et al., 2021 ; McMullen et al., 2006 ). For instance, Matsumoto and Tsuneda ( 2019 ) reported that many early childhood teachers in Japan believed in the natural development of children’s early literacy and aligned their pedagogical practices with this approach. Other researchers found that while teachers believed that children are interested in and enjoy writing, they primarily provide the materials for writing without any kind of structured instruction or support (Gerde et al., 2019a ). In the current study, we explored Israeli preschool teachers’ beliefs relating to early literacy skills in Hebrew.

Various aspects have been shown to impact teachers’ beliefs and/or their implementation of literacy practices, ranging from personal factors such as teacher training, to classroom level factors and broader educational system factors, such as curriculum standards (Buehl & Beck, 2015 ; Matsumoto & Tsuneda, 2019 ). For example, Schachter et al. ( 2016 ) found that teachers who held a degree relating specifically to early childhood was related to their literacy content knowledge. Buehl and Beck ( 2015 ) reported that teachers’ competence may relate to alignment between beliefs and practice. Weadman et al. ( 2022 ) noted that a number of early career teachers did not feel that training provided them with sufficient knowledge to properly implement language and literacy practices. Classroom-level factors also have been shown to relate to teachers’ beliefs and practices (Buehl & Beck, 2015 ; Piasta et al., 2022 ), and the structure of the educational system is meaningful for the characteristics of preschool teachers’ literacy support (e.g., Davis et al., 2011 ). Hadley et al. ( 2022 ) found teachers’ supportive language and literacy development practices varied by the size of the group (full class vs. small group) and that classroom characteristics such as SES and dual language status were suggestive of differences in teachers’ practices. Given the potential importance of classroom factors on teachers’ beliefs and practices, we briefly describe the early educational framework in Israel, where the study took place, and how literacy is situated within this framework.

Early child education & curriculum

Children in Israel generally attend their local preschool, which determines the demographic and socioeconomic composition of the preschool, and usually learn in a class containing two age groups (e.g., 3- and 4-year-olds or 4- and 5-year-olds at the beginning of the year). Preschools, which are housed in buildings separate from elementary schools, emphasize physical activity, free play, and creative and social activities (Snapir et al., 2012 ). According to the Israeli Ministry of Education curriculum (2006), preschool focuses on cultivating children’s linguistic competence (e.g., rich vocabulary, listening, and conversational skills), concepts of print (e.g., familiarity with literature, title, author), and alphabetic skills (e.g., alphabetic awareness, phonological awareness, motivation to engage in literacy activities).

Preschool language instruction is geared towards the Hebrew language. The Hebrew writing system is an abjad consonantal script. It consists of 22 consonant letters that are written from right to left. Five letters ( final letters ) have an allograph when placed as the final letter of a word (Ravid, 2012 ). Four letters can take the role of both consonant and vowel, however, these letters usually indicate a vowel. The syllable structure of words is mainly Consonant-Vowel and Consonant-Vowel-Consonant. Vowels are only partly represented by letters, and so words are relatively short and generally range between 2 and 6 letters.

Regarding writing, the preschool curriculum (Israel Ministry of Education, 2006 ) focuses on children learning what print is and how it works, and how to form and use letters. Curricular goals expect 3-4-year-olds to write pseudo letters; 4-5-year-olds to use random letters, write their own name, and integrate writing into play and everyday activities; and 5-6-year-olds to include some grapho-phonemic representations in writing (Aram & Ziv, 2018 ). Preschool teachers generally concentrate on incorporating writing into activities (e.g., children writing their names on their projects), and on letter formation and other transcription skills. Research indicated that Israeli preschool teachers considered promoting language and communication skills to be more important than working on early reading and writing skills (Sverdlov et al., 2014 ). Yet, writing is a challenging task and children often need guidance for its development (e.g., Aram & Bergman Deitcher, 2023 ).

Children’s early writing & the need for support

Children’s early writing encompasses conceptual knowledge -- understanding what print is and how it works, procedural knowledge -- transcription skills, and generative knowledge -- conveying meaning in writing, including composing (Puranik & Lonigan, 2014 ). Children’s writing develops from scribbles to full orthographic writing (Levin & Bus, 2003 ; Puranik & Lonigan, 2011 ; Schickedanz & Casbergue, 2009 ). They begin to write using symbols on the paper, after which, they begin to represent symbols or shapes that resemble letters. Following this, they begin to mix letters and letter-like shapes, and then they proceed to phonetic writing, spelling words based on the sounds heard in the spoken language, often starting with isolated and prominent sounds and moving towards accurate spelling (e.g., Bear et al., 2008 ; Puranik & Lonigan, 2011 ). Preschoolers also intentionally try to convey messages using written marks, a skill that develops throughout preschool (e.g., Rowe & Wilson, 2015 ). Preschool children’s level of writing thus reflects their knowledge of letters, phonological awareness, orthographic knowledge, knowledge of the structure of the writing system, and how to convey meaning in writing (Bahr et al., 2012 ; Hall et al., 2015 ; Kaderavek et al., 2009 ; Molfese et al., 2011 ).

However, the knowledge needed for writing does not develop naturally without adult guidance, and consequently, support is important throughout writing development (Cabell et al., 2013 ; Puranik & Lonigan, 2011 ). Indeed, preschoolers who are exposed to literacy support that includes adaptive support in line with the children’s writing abilities demonstrate a higher level of early literacy skills (Aram & Besser-Biron, 2016 ; Gerde et al., 2015 ), and better literacy achievements in elementary school (Guo et al., 2012 ; Hand et al., 2022 ; National Early Literacy Panel, 2009 ). More specifically, the quantity and nature of the scaffolding given to children relates to their writing and their understanding of the writing system (Bingham et al., 2017b ), and is associated with their literacy outcomes (Levin & Aram, 2013 ; Albuquerque & Martins, 2021 ). The quantity and quality of writing support varies in preschool classrooms, and may be related to teachers’ knowledge of children’s writing.

Preschool teachers’ knowledge of writing & writing support

Along with teachers’ beliefs, teachers’ knowledge is also found to relate to practice (e.g., Hindman & Wasik, 2011 ; Piasta et al., 2020 ). Beliefs are often considered to be more value-laden (e.g., is writing important in preschool), while knowledge is considered more factual in nature (Cash et al., 2015 ). In line with other researchers (e.g., Cash et al., 2015 ; Ottley et al., 2015 ; Schachter et al., 2016 ), we view beliefs and knowledge as separate constructs. Research suggests that preschool teachers may lack knowledge surrounding writing and how to support its development (Sverdlov & Aram, 2016 ; Bingham et al., 2017b ; Gerde et al., 2015 ; Weadman et al., 2022 ). Hindman and Wasik ( 2008 ) found that preschool teachers had knowledge relating to promoting language and reading books, but there was greater variability in terms of knowledge of how to promote children’s writing. Gerde et al. ( 2019a ) similarly found that preschool teachers do not have enough clarity in promoting children’s writing. Preschool teachers tend to dedicate minimal time in active support of preschoolers’ writing development. For instance, Gerde et al. ( 2015 ) found that preschool teachers in 65 preschools provided a variety of writing materials, but often did not include writing activities in the preschool routine, direct the children’s attention to writing, engage in joint writing, or suggest directed frameworks to promote the children’s writing. The current study focused on gaining more insight into Israeli preschool teachers’ knowledge of early writing and how they might promote it.

Current study & research paradigm

In this study, we aimed to learn about: (1) preschool teachers’ beliefs regarding preschoolers’ literacy (letter knowledge, phonological awareness, early writing) and its promotion; (2) the way that preschool teachers evaluate preschoolers’ writing at various levels; and, (3) how preschool teachers evaluate preschoolers’ knowledge of the writing system and their recommendations to promote preschoolers’ writing at different levels. To do so, we relied upon the Early Writing Knowledge Assessment ([EWKA] Bingham et al., 2022 ). This paradigm presents the teachers with three writing products by anonymous children that depict three different levels of writing, as detailed in the Measures section below. Based on this paradigm, the current study included writing products in Hebrew.

To deepen the exploration of preschool teachers’ evaluations of the writing products and how their beliefs relate to these evaluations, we included the following variables that have been shown to relate to teachers’ beliefs or practices: the teachers’ training, as well as preschool age group and SES, two aspects that relate to the composition of the preschool class (Buehl & Beck, 2015 ; Piasta et al., 2022 ; Schachter et al., 2016 ).

Since we were unable to find prior studies examining Israeli preschool teachers’ understanding of children’s writing and how to promote it, the current study is exploratory, and we asked the following research questions without posing specific hypotheses:

To which aspects do preschool teachers refer when analyzing children’s writing products and when recommending ways to promote the children’s writing?

How do preschool teachers’ literacy beliefs, along with personal and preschool classroom variables (preschool teachers’ training, preschool age group, preschool SES) predict the way that they evaluate children’s writing and recommend its promotion at different writing levels?

Participants

The participants were 110 Israeli public preschool teachers. Each participant ran a preschool class that includes two age cohorts of children aged 4–6 (a cohort of 3-4-year-olds at the beginning of the year, or a cohort of 4-5-year-olds). On average, the teachers had 13 years of experience ( SD  = 10, range 1–36). Most held an academic degree (77%) from a university or teachers’ college, while the remainder held a non-academic teaching certificate (23%), which requires taking courses approved by the Ministry of Education. According to the teachers’ reports (informed by the details completed by each parent in the preschool), the children in the preschools who participated in the study were from a middle SES. This was based on maternal education, a measure accepted for establishing SES in Israel (Aarø et al., 2009 ). Approximately 46% of mothers of the preschoolers held an academic degree (at least a bachelor’s degree), compared to 50.1% of adults in Israel (OECD, 2021 ).

Demographic questionnaire

The questionnaire included items relating to both the teacher and the class. In particular, teachers were asked about their training, the age group of the children in their preschool, and the education of a majority of the mothers of the children in the preschool.

Literacy beliefs questionnaire (Aram & Levin, 2016 )

This 19-item questionnaire explored preschool teachers’ beliefs regarding children’s early literacy (letter knowledge, phonological awareness, early writing) and ways to promote it. The questionnaire related to: (a) Teachers’ beliefs regarding preschoolers’ literacy knowledge (e.g., “Preschoolers should know how to identify the opening sound in a word”; “Preschoolers are not supposed to engage in writing”), and (b) preschool teachers’ beliefs regarding their role in promoting preschoolers’ early literacy (e.g., “Preschool teachers should engage preschoolers in writing activities such as writing a birthday card”; “It is not recommended that preschool teachers work with children to divide words into their component sounds”). Respondents ranked their agreement with each item on a scale of 1 =  I do not agree at all to 5 =  I totally agree . The average across the items served as the teachers’ literacy beliefs score. Higher scores indicated greater levels of agreement with preschoolers knowing more about and engaging in writing, and regarding preschool teachers’ role in promoting preschoolers’ early literacy. Inter-item reliability was Cronbach’s ⍺ = 0.83.

Writing products evaluation

Based on the EWKA (Bingham et al., 2022 ), the participating preschool teachers were presented with writing products of three anonymous children. The researchers asked preschool children (aged 5.5) from a middle SES to independently write an invitation to a birthday party. We chose three products that reflect three levels of writing development that are typical of Israeli preschool-aged children (see Fig.  1 ):

Writing products showing three writing levels

Initial writing level : The child knows a few letters and creates a mix of the writing system – letters from Hebrew, English, and symbols that are not letters; the child writes a few letters using mirror writing; the child begins to write in a line but there is no separation between words; there is no connection between the child’s verbal description of what they wrote (“I’m inviting the parents to a party in the preschool) and what’s actually written.

Intermediate level : The child uses Hebrew letters that are identifiable, clear, and written from right to left; the child demonstrates some understanding of putting ideas into words, spacing between words, how to break up a word into its sounds; there are both consonants and some vowel letters, but there are letters that are omitted (primarily vowels); there is some connection between what the child says is written and the writing product.

Advanced level : The child uses both Hebrew consonants and vowels; the child knows how to write in a straight line from right to left and puts some separation between words; the child reflects the ability to divide words into their component sounds; there is a clear connection between what the child says is written and the writing product.

Participating teachers wrote responses to two questions appearing below each writing sample: (1) What does the child who wrote this know about writing? (2) If you were to sit with this child, how would you promote them and help them better understand writing? Each question was followed with four blank lines in which to write their response.

Coding of writing product evaluations (Aram & Yashar, 2023 )

In line with various frameworks of writing, researchers often explore children’s generative, procedural, and conceptual knowledge of writing (Puranik & Lonigan, 2014 ; Tortorelli et al., 2022 ). We used this as a basis for the coding scheme. For each writing product, we coded the teachers’ evaluation of writing (i.e., what the child knows about writing) in terms of four aspects, which represent increasing levels of complexity from a basic level (letter knowledge, phonological awareness) through more complex skills (orthography, writing system), as well as their composing skills (Coker, 2013 ; Cutler & Graham, 2008 ; Rohloff et al. 2023 ). The coded categories were: (1) Letters – references to letter identification, use of symbols that are not letters, correct printing of letters, formation of the letters, and the like (e.g., “Here he made up a letter”, “She knows how to write the letter ‘bet’ correctly”); (2) phonology – references to division of words into sounds, awareness of syllables/sub-syllables/phonemes (e.g., “She hears the sounds in the words”, “He doesn’t pay attention to the last sound of the word”); (3) orthography – relating specifically to the Hebrew orthography, such as final letters, vowel letters, and homophonic letters (e.g., “The final letters are missing”, “She’s not using vowel letters”); (4) writing system – references to the writing system, such as writing in a line, the direction of writing, separation between words or sentences (e.g., “She separates the lines in writing”, “He did not put a space between the words”); (5) composing – references to children’s idea generation, or conveying meaning via written marks (e.g., “She included the important elements in an invitation”). The total number of references in each of the five categories served as the total for that category. Reliability between two judges (Ph.D. in Education) regarding 15% of the products showed 92%, 97%, 88%, 90%, and 100% absolute agreement for each of the categories (letters, phonology, writing, writing system, composing), respectively. Disagreements between raters were discussed until an agreement was reached.

The teachers’ recommendations for writing support were also coded with regard to the same aspects: (1) Letters – references to writing support that relates to letters (e.g., “I would play games with letters”, “He has to practice writing letters”); (2) phonology – references relating to support of awareness of the sounds of the word (e.g., “I would work with him on the sounds of the word”, “I would emphasize each letter according to its sound”); (3) orthography – recommendations for teaching elements specific to Hebrew orthography (e.g., “I would work on ‘hay’ at the end of words”, “I would teach him the letters that sound alike like ‘kuf/kaf’”); (4) writing system – recommendations for having the child pay attention to the mechanics of writing (e.g., “I would emphasize the need for spaces between words”, “I would teach him that each word is composed of a few letters together”); (5) composing – recommendations for how the child can compose the written product (e.g., “I would discuss what the child might want to include in an invitation”). The sum total number of references in each of the categories served as the total score for that category.

In addition to the above, we also counted the teachers’ references to teacher-child joint exploration of the writing products, such as, “I would sit with him and ask him if he thought it was written correctly” or, “I would have her look at her cubby and see how her name is written correctly and then compare that to what she wrote” (Segal et al., 2021 ). We scored the references to teacher-child joint exploration binarily (yes/no). Reliability between two judges regarding 15% of the products showed 95%, 100%, 95%, 88%, 100%, and 100% absolute agreement for the five categories (letters, phonology, orthography, writing system, composing, and teacher-child joint exploration). Disagreements between raters were discussed until an agreement was reached.

Undergraduate students in early childhood education in two teachers’ colleges in Israel (in Haifa and Jerusalem) collected the data in the preschools in the middle of the school year (December-February). They gave the preschool teachers the demographic questionnaire and the beliefs questionnaire. After this, they presented the preschool teachers with three pages, one for each writing product. On each page, beneath the writing product were two questions to which the teachers wrote their responses about what each child knows about writing and how they would promote that child’s writing.

Data analysis

First, we conducted descriptive analyses of teachers’ beliefs and of the teachers’ evaluations of the three writing products. Preschool age group and SES were dichotomized in the analyses, with age group being older/younger preschool (older: 4-5-year-olds; younger: 3-4-year-olds at the beginning of the year), and SES as mothers with/without an academic degree. We then conducted Pearson correlations to examine the relations between teachers’ assessments of children’s knowledge and recommendations for support with teachers’ literacy beliefs and background/classroom variables (teacher training, preschool age group and SES). We used a Generalized Estimating Equations (GEE) analysis (Hardin & Hilbe, 2013 ) with repeated measures to predict teachers’ assessments of children’s knowledge and recommendations based on their teachers’ literacy beliefs and the writing level (initial, intermediate, advanced). This procedure allowed us to analyze count data, and accommodated a Poisson distribution, where standard deviations may exceed means (Hardin & Hilbe, 2013 ). Finally, we examined the correlations between the teachers’ evaluations of the writing products and their recommendations for support and between their overall evaluations and recommendations with their literacy beliefs.

Teachers’ literacy beliefs

On average, teachers’ literacy beliefs were ranked as 4.00 ( SD  = 0.53) on a scale from 1 to 5. This demonstrates that the preschool teachers perceived children’s early literacy and its promotion as important. They think that children should have some letter knowledge and phonological awareness, and engage in early writing, and that as preschool teachers, they should promote this knowledge.

Teachers’ evaluations of writing products

Results of the teachers’ evaluations revealed that none of the teachers referenced composing in either their assessments of the child’s writing knowledge, or in their recommendations for writing support. Consequently, this category was not included in any of the statistical analyses.

Table  1 and Fig.  2 present the teachers’ references to four categories (letters, phonology, orthography, writing system) in their assessments of the child’s writing knowledge and their recommendations for writing support for each of the three writing levels (initial, intermediate, advanced).

Teachers’ assessments of children’s writing knowledge & recommendations to promote them

In Table  1 and Fig.  2 , it can be seen that overall, the teachers tended to reference and recommend letters and phonology the most when evaluating the initial writing level, and orthography and the writing system when evaluating the intermediate and advanced levels.

One-way ANOVAs examining differences in the preschool teachers’ evaluations of the child’s knowledge of the four categories (letters, phonology, orthography, writing system) indicated significant differences ( F (3, 327) = 30.69, p  = < 0.001, partial η² = 0.22). An examination of the source of these differences indicated that beyond the writing level, the preschool teachers made significantly more references to letters and phonology compared to orthography and the writing system.

Similarly, one-way ANOVAs were conducted to examine differences in preschool teachers’ recommendations for writing support and revealed significant differences ( F (3, 327) = 5.25, p  = .002, partial η² = 0.01). Examining the sources of these differences indicated that beyond the writing level of the writing product, the preschool teachers made significantly more recommendations for children learning their letters compared to orthography and the writing system, with no other significant differences between categories. Thus, overall, beyond the writing level, the teachers referenced letters and phonology the most, and made recommendations to letters the most.

Correlations between teachers’ assessments with their literacy beliefs and background/classroom variables

Table  2 presents the results of Pearson correlations between teachers’ assessments of children’s knowledge and recommendations for writing support with teachers’ literacy beliefs and background/classroom variables. Results revealed that teachers’ literacy beliefs significantly positively correlated with most of the teachers’ assessment and recommendations, excluding recommendations for support in letters and phonology. That is, teachers who held stronger beliefs in children’s literacy and their role in promoting it made more references to the various literacy aspects in their assessments and recommendations. Results also showed limited correlations between teachers’ assessments and recommendations with background variables: Preschool SES was significantly negatively related to teachers’ assessment of children’s knowledge of letters ( r  = − .16, p  < .01), meaning that teachers referenced knowledge of letters more when preschool SES was lower. Preschool age group significantly positively correlated with recommendations for teacher-child exploration ( r  = .10, p  < .05), such that teachers recommended significantly more explorations of writing when they had an older age group. Given the limited correlations with background variables, only literacy beliefs was used in the GEE analyses detailed below.

Predicting teachers’ evaluations of children’s writing

Based on the results of the correlations, we conducted GEE analyses predicting the preschool teachers’ assessment of children’s knowledge of writing, by their literacy beliefs and the different levels of writing. Table  3 shows the results of these analyses.

As can be seen in Table  3 , teachers’ beliefs did not contribute significantly to the explanation of the variance in references to letters. Writing level explained variance in teachers’ references to letters beyond the teachers’ literacy beliefs. Bonferroni post-hoc tests revealed that teachers made significantly more references to letters for the initial level ( Marginal M  = 0.76, SE  = 0.08) compared to the advanced level ( Marginal M  = 0.46, SE  = 0.06). No significant differences were found between the initial and intermediate levels ( Marginal M  = 0.61, SE  = 0.07) or between intermediate and advanced.

As can be seen in Table  3 , teachers’ literacy beliefs significantly explained variance in teachers’ references to phonology when assessing children’s writing products, with stronger beliefs in early literacy predicting more references to phonological aspects when evaluating the writing products. Writing levels significantly contributed to the explanation of the variance in teachers’ references to phonology beyond teachers’ literacy beliefs. Bonferroni post-hoc tests revealed that there were significantly more references to phonology at the intermediate writing level ( Marginal M  = 0.71, SE  = 0.08) compared to the initial writing level ( Marginal M  = 0.32, SE  = 0.05). No other significant differences were apparent between the levels.

Orthography & writing system

Teachers’ literacy beliefs significantly explained variance in the number of teachers’ references to orthography, and trended towards significant ( p  = .06) with references to the writing system when assessing children’s writing (see Table  3 ). Stronger beliefs concerning early literacy predicted more references to orthography in the writing products. No significant differences emerged based on the writing level, and writing level did not significantly explain the variance in references to orthography or the writing system.

Table  3 also shows the results of the GEE analysis predicting the preschool teachers’ recommendations for promoting children’s writing predicted by their literacy beliefs and the different levels of writing.

As can be seen in Table  3 , writing level was the only variable that explained variance in the teachers’ references to letters when giving recommendations for how to promote the children’s writing. Bonferroni post-hoc tests revealed that the number of recommendations to letters was significantly higher for the initial level ( Marginal M  = 1.04, SE  = 0.10) compared to the intermediate level ( Marginal M  = 0.43, SE  = 0.06), and for the intermediate level compared to the advanced level ( Marginal M  = 0.14, SE  = 0.04). That is, the more the writing level in the writing product reflected a child in the earlier stages of their writing development, the more the teacher recommended focusing on identification, sound, and use of letters.

Regarding recommendations connected to phonology, writing level was the only variable that explained variance in the teachers’ recommendations (see Table  3 ). Bonferroni post-hoc tests revealed that the number of recommendations to phonology was significantly higher for the initial level ( Marginal M  = 0.64, SE  = 0.08) compared to the advanced level ( Marginal M  = 0.30, SE  = 0.05), with no significant differences between the intermediate ( Marginal M  = 0.43, SE  = 0.06) and advanced levels. That is, the teachers recommended greater focus on the aspects of the sounds of the language for a child in the earlier stages of their writing development.

• Orthography

The preschool teachers’ literacy beliefs was significant in explaining variance in their recommendations connected to Hebrew orthography, with stronger literacy beliefs associated with more references to Hebrew orthography (see Table  3 ). Additionally, writing level explained variance in the teachers’ recommendations. Bonferroni post-hoc tests indicated that the number of recommendations relating to orthography were significantly greater at the intermediate level ( Marginal M  = 0.52, SE  = 0.0) compared to both the initial ( Marginal M  = 0.03, SE  = 0.02) and advanced levels ( Marginal M  = 0.27, SE  = 0.05), and at the advanced level were significantly greater than the initial level. That is, teachers recommended focusing on aspects of Hebrew orthography the most for children who were at the intermediate stage of writing.

Writing system

Table  3 indicates that the preschool teachers’ literacy beliefs explained variance in their recommendations connected to the writing system, with stronger literacy beliefs associated with more references to the writing system. Additionally, the writing level explained variance in the teachers’ recommendations to this aspect. Bonferroni post-hoc tests indicated that the number of recommendations were significantly greater at the advanced level ( Marginal M  = 0.47, SE  = 0.07) compared to the initial level ( Marginal M  = 0.23, SE  = 0.04), with no significant differences between the other levels. In other words, the teachers recommended greater focus on aspects of the writing system for children who were at a more advanced stage of writing.

Teacher-child joint exploration

The preschool teachers’ literacy beliefs explained variance in their recommendations for joint exploration of writing with the child (see Table  3 ), with stronger beliefs associated with more references to joint exploration. Additionally, the writing level explained variance in the teachers’ recommendations to this aspect. Bonferroni post-hoc tests indicated that the number of recommendations to joint exploration were significantly greater at both the initial ( Marginal M  = 0.21, SE  = 0.04) and intermediate levels ( Marginal M  = 0.26, SE  = 0.05) compared to the advanced level ( Marginal M  = 0.08, SE  = 0.03), with no significant differences between the initial and intermediate levels. That is, for children who were at a more advanced stage of writing, the teacher offered fewer recommendations for joint exploration.

Relations between teachers’ evaluations of knowledge of writing and recommendations

Table  4 presents Pearson correlations between the preschool teachers’ assessments of the children’s knowledge of writing and their recommendations for how to promote the children’s writing.

An examination of the correlations demonstrates that the way in which the teachers evaluated children’s knowledge of each aspect (letters, phonology, orthography, writing system) related to their recommendations to promote that aspect. That is, the more that the teachers related to specific aspects in their evaluation of children’s knowledge of writing (e.g., orthography), the more recommendations they provided for that aspect. Recommendations for joint exploration with the child were significantly related to the evaluation of the child’s knowledge of letters, phonology, and orthography.

Pearson correlations were run to examine the relations between the preschool teachers’ beliefs and how they evaluated both children’s knowledge of writing and their recommendations. Results showed that stronger beliefs in early literacy were associated with significantly more references to children’s knowledge of writing ( r  = .29, p  < .05), and with significantly more recommendations to promote writing ( r  = .34, p  < .01).

The current study explored preschool teachers’ literacy beliefs and their knowledge of writing and writing support, which was reflected in their evaluations of writing products at different levels (initial/intermediate/advanced) and their recommendations for how to promote the children’s writing. Results demonstrated that the preschool teachers’ beliefs regarding the importance of early literacy and its promotion were high overall, and related to the number of references made to various aspects of writing and the number of recommendations for promoting writing. Of the writing aspects that we evaluated (letters, phonology, orthography, writing system, composing), the teachers did not reference composing at all. They primarily referenced and recommended promoting letters and phonology. They less often referenced and recommended the aspects of Hebrew-specific orthography (e.g., final letters) and the writing system (e.g., spacing between words). The teachers also distinguished between the writing levels, such that the more initial the writing level, the more they mentioned basic aspects of writing such as letter knowledge and phonological awareness. With more intermediate and advanced levels of writing, they made more references to orthography and the writing system. Similarly, in terms of the recommendations, the teachers took the writing level into consideration, with more complex recommendations associated with more advanced writing levels. Interestingly, the teachers infrequently recommended joint examination of the writing product to teach the children how they can promote their writing with more advanced writing levels, even though the product demonstrated partially, but not fully, correct writing. Finally, strong correlations emerged between the number of references to a particular writing aspect when evaluating the knowledge of the children who wrote the writing products and the recommendations for ways to promote these children’s writing.

Teachers’ literacy beliefs and their relation to aspects of writing

The participating preschool teachers believe that literacy knowledge is important for preschool children, and they recognize their role in promoting young children’s literacy skills. We found that stronger beliefs were associated with more references to aspects of writing that the teachers made when evaluating children’s writing products, and to the number of their recommendations, beyond the writing level of the writing products. These findings seem to indicate that teachers’ beliefs serve as a cognitive framework through which teachers perceive the learning process, and that guides their pedagogical approaches and decisions (Bingham & Hall-Kenyon, 2013 ; Gerde et al., 2019a ; Hindman & Wasik, 2008 ). Recognition of the connection between preschool teachers’ beliefs and their professional conduct is necessary for promoting a feeling of control, motivation, and relevance in their day-to-day work (Gerde et al., 2019a ). Understanding this connection provides insights regarding the importance of the educators’ personal perspectives in shaping the literacy development of young learners, while emphasizing the necessity of cultivating pedagogical beliefs as part of professional development (Lynch & Owston, 2015 ). Helping teachers become more aware of their literacy-related beliefs and how they relate to their educational practices may increase their support of children’s early writing, which tends to be more limited (Gerde et al., 2019a ; Scull et al., 2012 ).

Teachers’ references to aspects of writing at different levels and how to promote them

While early writing frameworks conceived by researchers such as Puranik and Lonigan ( 2014 ) include composition as reflective of children’s generative knowledge of writing, the preschool teachers did not relate at all to composing. At the same time, research indicates that preschool writing instruction tends to focus more on promoting skills that tap into conceptual and procedural knowledge, including the mechanics of writing and how to use print, and less relating to generative knowledge – i.e., composing (Bingham et al., 2017b ; Gerde et al., 2019a ). Importantly, composition is not considered within the preschool curriculum (Israel Ministry of Education, 2006 ). As such, it was not surprising that this aspect did not receive greater attention by the teachers. However, especially in light of studies indicating that preschool-aged children demonstrate various composition skills as part of gaining an understanding of the writing system and process (e.g., Quinn et al., 2021 ; Rowe et al., 2024 ), greater exposure to this aspect of writing with young children can be beneficial for Israeli preschool teachers, and should be supported by the curriculum (Bingham et al., 2018 ; Gerde et al., 2019b ).

The preschool teachers seemed to distinguish between the initial, intermediate, and advanced writing levels, both in their assessments of the child’s knowledge and their recommendations. Regarding the initial level, the teachers focused primarily on letters and phonology. They thus appear to recognize these two aspects as important building blocks of the written language and as a basis for reading and writing acquisition (Levin & Ehri, 2009 ; Robins et al., 2014 ). The preschool teachers’ references to phonology were significantly higher at the intermediate level compared to the initial level during their evaluation of the writing products. This seems to reflect teachers’ consideration of phonological awareness as a second building block (after letters), and they may assume that the child who wrote using Hebrew letters has a basic understanding of the letters but needs some guidance towards understanding that each sound has a letter that represents it. It is also possible that the teachers relied primarily on letter knowledge and phonological awareness in their references regarding the writing products as there is evidence that activities relating to these aspects are the most common literacy activities in Israeli preschools (Sverdlov et al., 2014 ).

At all three writing levels, the preschool teachers made fewer references to the specifics of Hebrew orthography (final letters, vowel letters, homophonic letters, etc.), both when evaluating children’s knowledge and when providing recommendations for promoting it. These orthography aspects are part of correct spelling, which is a more complex aspect of writing (Cutler & Graham, 2008 ), and appears to be perceived as such by the preschool teachers. This finding is similar to others who found that preschool and elementary school teachers do not tend to devote much attention to aspects of spelling from a recognition of its complexity, and the understanding that spelling is a learned skill that requires systematic practice (e.g., Treiman & Bourassa, 2000 ). It also corroborates Bingham et al.’s ( 2022 ) findings, using the same research paradigm, that teachers demonstrated less knowledge of spelling compared to handwriting and print concepts.

At the same time, the teachers did reference more complex aspects of writing (orthography and the writing system) for the intermediate and advanced level writing products. These teachers seem to recognize the importance of addressing more complex aspects such as Hebrew orthographic elements like final letters when responding to more advanced writing levels. The teachers in Bingham et al. ( 2022 ) focused on children’s handwriting (such as letter formation) and writing concepts (such as linearity and directionality), whereas the teachers in the current study tended to mention these aspects (which we coded as “writing system”) mostly when referring to the more advanced writing product. We believe that when looking at the intermediate, and even more so the advanced level writing product, that the teachers understood that the children recognize the basics of writing and show signs of some understanding letter-sound connections and spelling. Accordingly, the teachers recommended more complex ways to promote this aspect of writing that can help the more advanced writer to write a more organized invitation. This sensitivity to the children’s writing levels strengthens previous findings that found that preschool teachers adapt their work and their learning goals to children’s levels (Jordan & Sumrall, 2023 ).

As in Bingham et al. ( 2022 ), the teachers in the current study infrequently recommended joint exploration for the advanced writer. It seems that the teachers associated this kind of discussion around the writing output with lower-level writing compared to higher-level writers. Perhaps they believed that children with the kind of knowledge displayed in the initial level writing product require greater support, whereas those at the more advanced level do not require this kind of discussion. Regarding the more advanced level product, many teachers noted that the child was writing at a preschool-appropriate level and they would not do anything to promote the child. The teachers seemed to have definitive views of what should be achieved in preschool and did not want to pressure children to engage in more “school-appropriate” writing. We would argue that each child can be promoted from where they are within the anticipated developmental range. Preschoolers who show high levels of writing, who receive proper and appropriate support, can continue to perfect, develop, and practice their writing and this skill will help them further in their academic path (Aram & Besser-Biron, 2016 ).

It is interesting to see that overall, beyond the writing level of the children, the teachers made the most references to letter knowledge and phonological awareness. This is in line with studies showing that preschool teachers spend less time working on orthography and the writing system (Pelatti et al., 2014 ). However, it is in contrast to findings that knowledge of writing and the writing system are important for both reading and writing acquisition (Levin & Aram, 2013 ; Jones, 2015 ). Although the Israeli preschool curriculum does not concentrate on early writing, it may be beneficial for professional development workshops to highlight the possibilities available to teachers to promote writing in the preschool setting (Tortorelli et al., 2022 ).

Relations between teachers’ evaluations & recommendations

We found that the more the preschool teachers referenced certain aspects in their evaluations of children’s knowledge based on the writing products, the more they included those aspects in their recommendations. These findings seem to indicate a consistent style in the approach to supporting children’s writing development. Similar findings were demonstrated in studies of parents (Aram et al., 2016 , Aram & Besser-Biron, 2016 ; Aram & Yashar, 2023 ; Bingham et al., 2017a ; Hindman & Morrison, 2012 ). The consistent style that we found indicates that the preschool teachers show increased awareness of, and attention to, certain aspects of the children’s writing, which will lead to a greater emphasis on those areas in their work with children. This result is also similar to that of Bingham et al. ( 2022 ), who found a relation between preschool teachers’ knowledge level of topics connected to writing, and pedagogical practices that they implement in the classroom.

Limitations & Future Research

The current study has a number of limitations. When assessing the teachers’ evaluations of the writing products, there were only two questions to which the teachers responded briefly in writing in the four lines below each question. We recommend interviewing the preschool teachers in a structured interview, which can provide richer, more detailed information. Additionally, while the teachers received three writing products that presented different writing levels, it would be interesting to explore their evaluations longitudinally with the same children to see whether their recommendations would change over time. Another limitation applies to the preschool SES, which was not as diverse as it could have been. Future studies should endeavor to obtain a more diverse sample of SES. Lastly, we did not explore whether the teachers’ knowledge and recommendations relate to their actual practice in the classroom. Future studies should endeavor to draw these connections and more deeply evaluate how teachers’ beliefs and knowledge relate to classroom implementation.

Implications & conclusions

The study’s results expand the literature on how preschool teachers’ literacy beliefs relate to teachers’ knowledge of children’s writing development as reflected in their evaluations of preschoolers’ actual written products. Stronger beliefs were associated with more references to aspects of writing and recommendations for its promotion. In light of this, we recommend developing preschool teachers’ literacy beliefs. Beyond this, the results indicate strengthening preschool teachers’ knowledge of writing development and support. In particular, we would recommend providing professional development regarding the importance of children’s composing skills and encouraging teachers to engage in more complex aspects of writing such as Hebrew-specific orthography. This is particularly important in Israel, where preschool teachers tend to minimize these kinds of activities (Sverdlov et al., 2014 ). This can be accomplished at both the pre-service and in-service levels, which can arm the teachers with the knowledge and skills to understand the specific challenges and goals of each writing level, plan appropriate activities, provide explicit instruction, and offer meaningful feedback to support literacy development and growth.

Aarø, L. E., Flisher, A. J., Kaaya, S., Onya, H., Namisi, F. S., & Wubs, A. (2009). Parental education as an indicator of socioeconomic status: Improving quality of data by requiring consistency across measurement occasions. Scandinavian Journal of Public Health , 37 (2), 16–27. https://doi.org/10.1177/1403494808086917

Article   Google Scholar  

Albuquerque, A., & Martins, M. A. (2021). Invented spelling activities in kindergarten: The role of instructional scaffolding and collaborative learning. International Journal of Early Years Education , 29 (1), 96–113. https://doi.org/10.1080/09669760.2020.1760085

Aram, D., & Besser-Biron, S. (2016). Parents’ support during different writing tasks: A comparison between parents of precocious readers, preschoolers, and school-age children. Reading and Writing: An Interdisciplinary Journal, 30 (2), 363–386. https://doi.org/10.1007/s11145-016-9680-6

Aram, D., & Bergman Deitcher, D. (2023). Parents’ beliefs regarding their children’s early literacy surrounding a writing interaction and their relations to children’s early literacy skills. In Y. Ye, Inoue, T., Maurer, U., & McBride, C. (Eds.) Routledge international handbook of visual-motor skills, handwriting, and spelling (pp. 351-365). Routledge.

Aram, D., Cohen Meidan, I., & Bergman Deitcher, D. (2016). Comparison between homeschooled and formally schooled kindergartners: Children’s early literacy, mothers’ beliefs, and writing mediation. Reading Psychology, 37 (7), 995–1024. https://doi.org/10.1080/02702711.2016.1157537

Aram, D., & Levin, I. (2016). Mother-child joint writing as a learning activity. In J. Perera, M. Aparici, E. Roasado, & N. Salas (Eds.) Written and spoken language development across the lifespan (pp. 29–45). Springer. https://doi.org/10.1007/978-3-319-21136-7_3

Aram, D., & Yashar, R. (2023). Parents’ understanding of early writing development and ways to promote it: Relations with their own children’s early writing. Frontiers in Education, 7 , 1018–1041. https://doi.org/10.3389/feduc.2022.1044907

Aram, D. & Ziv, M. (2018). Early childhood education in Israel. In J. L. Roopnarine., J. E. Johnson., S. Quinn., & M. Patte (Eds.). International handbook of early childhood education (pp. 101–116). Routledge.

Bahr, H. R., Silliman, E. R., Berninger, V. W., & Dow, M. (2012). Linguistic pattern analysis of misspellings of typically developing writers in grades 1–9. Journal of Speech Language and Hearing , 55 , 1587–1599. https://doi.org/10.1044/1092-4388(2012/10-0335)

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Pearson/Prentice Hall.

Bingham, G. E., & Hall-Kenyon, K. M. (2013). Examining teachers’ beliefs about and implementation of a balanced literacy framework. Journal of Research and Reading , 36 , 14–28. https://doi.org/10.1111/j.1467-9817.2010.01483

Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017a). Parenting styles and home literacy opportunities: Associations with children’s oral language skills. Infant and Child Development , 26 (5), 1–18. https://doi.org/10.1002/icd.2020

Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017b). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly , 39 , 35–46. https://doi.org/10.1016/.2017.01.002

Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating writing into the early childhood curriculum: A frame for intentional and meaningful writing experiences. Early Childhood Education Journal, 46 , 601–611. https://doi.org/10.1007/s10643-018-0894-x

Bingham, G. E., Gerde, H. K., Pikus, A. E., Rohloff, R., Quinn, M. F., Bowles, R. P., & Zhang, X. Y. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing , 35 , 1–27. https://doi.org/10.1007/s11145-022-10299-x

Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers’ beliefs and teachers’ practices. International Handbook of Research on Teachers’ Beliefs , 66–84.

Cabell, S. Q., Tortorelli, L. S., & Gerde, H. K. (2013). How do I write… scaffolding preschoolers’ early writing skills. The Reading Teacher , 66 , 650–659. https://doi.org/10.1002/.1173

Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J. (2009). Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading. Reading and Writing , 22 , 457–486. https://doi.org/10.1007/s11145-009-9165-y

Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children’s language and literacy development. Teaching and TeacherEeducation , 48 , 97–105. https://doi.org/10.1016/j.tate.2015.02.003

Chen, S., Phillips, B. M., & Dong, S. (2024). Unpacking the language teaching belief-practice alignment among preschool teachers serving children from low-SES backgrounds. Teaching and Teacher Education , 140 , 104465. https://doi.org/10.1016/j.tate.2023.104465

Coker, D. L. (2013). Writing instruction in preschool and kindergarten. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 26–47). Guilford.

Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology , 10 (4), 907–919. https://doi.org/10.1037/a0012656

Davis, E. L., Justice, L. M., Logan, J., & Shayne, B. P. (2011). The relationship between kindergarten structure and children’s literacy and oral language growth: A review and meta-analysis. Review of Educational Research , 81 (2), 221–258. https://doi.org/10.3102/0034654316652600

Gerde, H. K., Bingham, G. E., & Pendergast, M. L. (2015). Reliability and validity of the writing resources and interactions in teaching environments (WRITE) for preschool classrooms. Early Childhood Research Quarterly , 31 , 34–46. https://doi.org/10.1016/j.ecresq.2014.12.008

Gerde, H. K., Skibbe, L. E., Wright, T. S., & Douglas, S. N. (2019a). Evaluation of Head Start curricula for standards-based writing instruction. Early Childhood Education Journal , 47 , 97–105. https://doi.org/10.1007/s10643-018-0906-x

Gerde, H. K., Wright, T. S., & Bingham, G. E. (2019b). Preschool teachers’ beliefs about and instruction for writing. Journal of Early Childhood Teacher Education , 40 (4), 326–351. https://doi.org/10.1080/10901027.2019.1593899

Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research in Reading , 35 (3), 308–327. https://doi.org/10.1111/j.1467-9817.2010.01467.x

Hadley, E. B., Barnes, E. M., Wiernik, B. M., & Raghavan, M. (2022). A meta-analysis of teacher language practices in early childhood classrooms. Early Childhood Research Quarterly , 59 , 186–202. https://doi.org/10.1016/j.ecresq.2021.12.002

Hall, A. H., Simpson, A., Guo, Y., & Wang, S. (2015). Examining the effects of preschool writing instruction on emergent literacy skills: A systematic review of the literature. Literacy Research and Instruction , 54 (2), 115–134. https://doi.org/10.1080/19388071.2014.991883

Hand, E. D., Lonigan, C. J., & Puranik, C. S. (2022). Prediction of kindergarten and first-grade reading skills: Unique contributions of preschool writing and early-literacy skills. Reading & Writing . https://doi.org/10.1007/s11145-022-10330-1

Hardin, J. W., & Hilbe, J. M. (2013). Generalized estimating equations (2nd ed.). Chapman and Hall/CRC.

Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill‐Palmer Quarterly , 58 (2), 191–223. https://doi.org/10.1353/mpq.2012.0012

Hindman, A. H., & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly , 23 , 479–492. https://doi.org/10.1016/j.ecresq.2008.06.002

Hindman, A. H., & Wasik, B. A. (2011). Exploring Head Start teachers’ early language and literacy knowledge: Lessons from the ExCELL professional development intervention. NHSA Dialog , 14 (4), 293–315. https://doi.org/10.1080/15240754.2011.617528

Hu, B. Y., Huang, P., Wang, S., & Curby, T. (2021). Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching. Journal of Early Childhood Literacy , 0 (0), 1–27. https://doi.org/10.1177/14687984211037004

Israel Ministry of Education (2006). National curriculum: A foundation towards reading and writing in kindergarten. http://cms.education.gov.il/EducationCMS/Units/Tochniyot_Limudim/KdamYesodi/TochniyotLimudim/Tashtit.htm

Jones, C. D. O. (2015). Effects of writing instruction on kindergarten students’ writing achievement: An experimental study. The Journal of Educational Research , 108 , 35–44. https://doi.org/10.1080/00220671.2013.836466

Jordan, R. P., & Sumrall, T. (2023). Preschool teachers’ sensitivity to early literacy milestones in play. HS Dialog: The Research to Practice Journal for the Early Childhood Field , 26 (2), 71–93.

Kaderavek, J. N., Cabell, S. Q., & Justice, L. M. (2009). Early writing and spelling development. In P. M. Rymer (Ed.), Emergent literacy and language development: Promoting learning in early childhood (pp. 104–152). Guilford.

Levin, I., & Aram, D. (2013). Promoting early literacy via practicing invented spelling: A comparison of different mediation routines. Reading Research Quarterly, 48 (3), 221–237. https://doi.org/10.1002/rrq.48

Levin, I., & Bus, A. G. (2003). How is emergent writing based on drawing? Analyses of children’s products and their sorting by children and mothers. Developmental Psychology , 39 (5), 891–905. https://doi.org/10.1037/0012-1649.39.5.891

Levin, I., & Ehri, L. C. (2009). Young children’s ability to read and spell their own and classmates’ names: The role of letter knowledge. Scientific Studies of Reading , 13 (3), 249–273. https://doi.org/10.1080/10888430902851422

Lynch, J., & Owston, R. (2015). Preschool teachers’ beliefs about the teaching and learning of language and literacy: Implications for education and practice. International Research in Early Childhood Education , 6 (1), 91–111.

Google Scholar  

Matsumoto, H., & Tsuneda, M. M. (2019). Teachers’ beliefs about literacy practices for young children in early childhood education and care settings. International Journal of Early Years Education , 27 (4), 441–456. https://doi.org/10.1080/09669760.2018.1547630

McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading and Writing: An Interdisciplinary Journal, 22 , 401–423. https://doi.org/10.1007/s11145-009-9163-0

McMullen, M. B., Elicker, J., Goetze, G., Huang, H., Lee, S., Mathers, C., et al. (2006). Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers. Early Childhood Education Journal , 34 , 81–91.

Molfese, V., Beswick, J., White, J., Ferguson, M., Rudasill, K., & Molfese, D. (2011). Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten. Reading and Writing , 24 , 133–150. https://doi.org/10.1007/s11145-010-9265-8

National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel . Executive Summary.

Oakley, G. (2018). Early career teachers’ knowledge and practice in spelling instruction: Insights for teacher educators. Australian Journal of Teacher Education , 43 (12), 59–75. https://doi.org/10.14221/ajte.2018v43n12.5

OECD (2021). https://data.oecd.org/eduatt/adult-education-level.htm#indicator-chart

Ottley, J. R., Piasta, S. B., Mauck, S. A., O’Connell, A., Weber-Mayrer, M., & Justice, L. M. (2015). The nature and extent of change in early childhood educators’ language and literacy knowledge and beliefs. Teaching and Teacher Education , 52 , 47–55. https://doi.org/10.1016/j.tate.2015.08.005

Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O’Connell, A. (2014). Language-and literacy-learning opportunities in early childhood classrooms: Children’s typical experiences and within-classroom variability. Early Childhood Research Quarterly , 29 (4), 445–456. https://doi.org/10.1016/j.ecresq.2014.05.004

Phillips, B. M., & Piasta, S. B. (2022). Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches. Reading and Writing, 35(9), 2015–2022. https://doi.org/10.1007/s11145-022-10334-x

Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O’Connell, A. A. (2020). Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. Dyslexia , 26 (2), 137–152. https://doi.org/10.1002/dys.1612

Piasta, S. B., Logan, J. A., Farley, K. S., Strang, T. M., & Justice, L. M. (2022). Profiles and predictors of children’s growth in alphabet knowledge. Journal of Education for Students Placed at Risk , 27 (1), 1–26. https://doi.org/10.1080/10824669.2021.1871617

Puranik, C. S., & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading and Writing , 24 , 567–589. https://doi.org/10.1007/s11145-009-9220-8

Puranik, C. S., & Lonigan, C. J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly , 49 (4), 453–467. https://doi.org/10.1002/rrq.79

Quinn, M. F., Bingham, G. E., & Gerde, H. K. (2021). Who writes what when? Examining children’s early composing. Reading and Writing , 34 , 79–107. https://doi.org/10.1007/s11145-020-10063-z

Ravid, D. D. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling. Springer . https://doi.org/10.1007/978-1-4419-0588-8

Robins, S., Treiman, R., & Rosales, N. (2014). Letter knowledge in parent–child conversations. Reading and Writing , 27 (3), 407–429. https://doi.org/10.1007/s11145-013-9450-7

Rohloff, R., Tortorelli, L., Gerde, H. K., & Bingham, G. E. (2023). Teaching early writing: Supporting early writers from preschool to elementary school. Early Childhood Education Journal , 51 (7), 1227–1239. https://doi.org/10.1007/s10643-022-01365-8

Rowe, D. W., & Wilson, S. J. (2015). The development of a descriptive measure of early childhood writing: Results from the write start! Writing Assessment. Journal of Literacy Research , 47 (2), 245–292. https://doi.org/10.1177/1086296X15619723

Rowe, D. W., Davis, Z. G., & Piestrzynski, L. (2023). Adult supports for preschool writers during learning centers. Reading Research Quarterly . https://doi.org/10.1002/rrq.506

Rowe, D. W., Piestrzynski, L., Hadd, A. R., & Reiter, J. W. (2024). Writing as a path to the alphabetic principle: How preschoolers learn that their own writing represents speech. Reading Research Quarterly . https://doi.org/10.1002/rrq.526

Sandvik, J. M., van Daal, V. H., & Adèr, H. J. (2014). Emergent literacy: Preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy , 14 (1), 28–52.

Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. (2016). Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language-and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly , 36 , 281–294. https://doi.org/10.1016/j.ecresq.2016.01.008

Schickedanz, J., & Casbergue, R. (2009). Writing in preschool: Learning to orchestrate meaning and marks . International Reading Association.

Scull, J., Nolan, A., & Raban, B. (2012). Young learners: Teachers’ conceptualisation and practice of literacy in Australian preschool contexts. International Journal of Early Years Education , 20 (4), 379–391. https://doi.org/10.1080/09669760.2012.743101

Segal, A., Martin-Chang, S., & Patel, S. (2021). You wrote the right letter for the right sound! Parental feedback in writing contexts. Merrill-Palmer Quarterly , 67 (3), 329–359.

Snapir, M., Sitton, S., & Russo-Zimet, G. (2012). The Israeli kindergarten in the 20th century The Ben-Gurion Research Institute, Ben- Gurion University of the Negev (Hebrew).

Sverdlov, A., & Aram, D. (2016). What are the goals of kindergarten? Teachers’ beliefs and their perceptions of the beliefs of parents and of agents of the education system. Early Education and Development, 27 (3), 352–371. https://doi.org/10.1080/10409289.2015.1060150

Sverdlov, A., Aram, D., & Levin, I. (2014). Kindergarten teachers’ literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum. Teaching and Teacher Education, 39 , 44–55. https://doi.org/10.1016/j.tate.2013.12.004

Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, set, write: Early learning standards for writing in the Common Core era. Reading Research Quarterly , 57 (2), 729–752. https://doi.org/10.1002/rrq.436

Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in Language Disorders , 20 (3), 1–18.

Troia, G. A., & Graham, S. (2016). Common core writing and language standards and aligned state assessments: A national survey of teacher beliefs and attitudes. Reading and Writing , 29 , 1719–1743. https://doi.org/10.1007/s11145-016-9650-z

Weadman, T., Serry, T., & Snow, P. C. (2022). The oral language and emergent literacy skills of preschoolers: Early childhood teachers’ self-reported role, knowledge, and confidence. International Journal of Language & Communication Disorders , 58 (1), 154–168. https://doi.org/10.1111/1460-6984.12777

Wieduwilt, N., Lehrl, S., & Anders, Y. (2023). Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality. Early Childhood Research Quarterly , 62 , 175–185. https://doi.org/10.1016/j.ecresq.2022.08.001

Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K. A., Phillips, D., & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development . https://files.eric.ed.gov/fulltext/ED579818.pdf

Download references

Open access funding provided by Tel Aviv University. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Open access funding provided by Tel Aviv University.

Author information

Authors and affiliations.

Levinsky-Wingate Academic Center, Tel Aviv, Israel

Shira Besser-Biron

International Liberal Arts, Tel Aviv University, P.O. Box 39040, Tel Aviv, 6997801, Israel

Deborah Bergman Deitcher

Shaanan Academic College, Haifa, Israel

Adi Elimelech

Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Deborah Bergman Deitcher .

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Besser-Biron, S., Bergman Deitcher, D., Elimelech, A. et al. Preschool teachers’ literacy beliefs, their evaluations of children’s writing, and their recommendations for ways to support it. Read Writ (2024). https://doi.org/10.1007/s11145-024-10549-0

Download citation

Accepted : 17 April 2024

Published : 06 May 2024

DOI : https://doi.org/10.1007/s11145-024-10549-0

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Early literacy
• Early writing
• Teachers’ beliefs
• Writing assessment
• Writing support
• Find a journal
• Publish with us
• Track your research