Early Childhood Education Journal

, Volume 38, Issue 2, pp 111–122 | Cite as

Promising Findings on Preschoolers’ Emergent Literacy and School Readiness In Arts-integrated Early Childhood Settings

  • Roger D. Phillips
  • Rebecca L. Gorton
  • Patricia Pinciotti
  • Anuradha Sachdev


An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum—Art as a Way of Learning—was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent literacy and school readiness of at-risk young children in community-based preschool settings. A quasi-experimental pre-post treatment-only design was used to explore this program’s potential effects in a real-world setting. Preliminary results revealed improvements in young children’s emergent literacy on a number of targeted and standardized measures after participation in the program. This arts-integrated approach to the teaching of and learning in young children shows considerable promise and warrants a rigorous test of its effects.


Emergent literacy Arts integration Promoting and supporting early literacy through the arts (PASELA) Art as a way of learning (AWL) Quasi-experimental design 



This research was funded by the Department of Health & Human Services, Administration for Children, Youth & Families, Early Learning Opportunities Act Discretionary Grant Program (#90LO0184/01) to Northampton Community College on behalf of the Literacy & Arts Council.


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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Roger D. Phillips
    • 1
  • Rebecca L. Gorton
    • 2
  • Patricia Pinciotti
    • 3
  • Anuradha Sachdev
    • 4
  1. 1.Private Consulting PracticeAlburtisUSA
  2. 2.Early Childhood EducationNorthampton Community CollegeBethlehemUSA
  3. 3.Early Childhood and Elementary EducationEast Stroudsburg UniversityEast StroudsburgUSA
  4. 4.Early Childhood EducationNorthampton Community CollegeBethlehemUSA

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