Impacts of an In-Service Education Program on Promoting Language Development in Young Children: A Pilot Study with Early Childhood Educators

Autor/inn/en	Scarinci, Nerina; Rose, Tanya; Pee, Jerrine; Webb, Kylie
Titel	Impacts of an In-Service Education Program on Promoting Language Development in Young Children: A Pilot Study with Early Childhood Educators
Quelle	In: Child Language Teaching and Therapy, 31 (2015) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659014537508
Schlagwörter	Foreign Countries; Language Acquisition; Early Childhood Education; Preschool Teachers; Inservice Teacher Education; Questionnaires; Teacher Attitudes; Teacher Student Relationship; Video Technology; Self Esteem; Teacher Role; Statistical Significance; Speech Language Pathology; Preschool Children; Educational Strategies; Participant Characteristics; Pedagogical Content Knowledge; Australia + Suchen Sie Ihr Suchwort? Ausland; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerfortbildung; Fragebogen; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Lehrerrolle; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrstrategie; Pädagogische Kompetenz; Australien
Abstract	Early childhood educators (ECEs) play an important role in fostering language development in young children. In-service education, led by speech-language pathologists (SLPs), has a potential role in educating ECEs about language development. In this pilot study, 42 ECEs attended an in-service education program and completed pre- and post-questionnaires to explore their perceptions of the impact of the in-service on their knowledge of child language development and language-promoting strategies and their confidence in this knowledge. To explore ECEs' actual use of strategies, five ECEs also participated in pre- and post-video recordings of their interactions with children. ECEs' knowledge of language development and language-promoting strategies increased post-program. Confidence in this knowledge and awareness of their roles also increased. Although not statistically significant, video recordings captured an overall increase in ECEs use of seven of the eleven rated language-promoting strategies. This pilot study has highlighted potential benefits of SLP-led education programs for ECEs, which is promising given the important role of ECEs in facilitating child language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01