Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials

Autor/inn/en	Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya
Titel	Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials
Quelle	In: Early Education and Development, 26 (2015) 7, S.988-1011 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1004517
Schlagwörter	Vocabulary Development; Preschool Education; Preschool Curriculum; Faculty Development; Preschool Teachers; Preschool Children; Experimental Groups; Control Groups; Comparative Analysis; Observation; Language Usage; Intervention; Pretests Posttests; Student Evaluation; Teacher Competencies; Teacher Influence; Low Income Groups; At Risk Students; Urban Areas; Poverty; Gender Differences; Racial Differences; Classroom Communication; Likert Scales; Receptive Language; Knowledge Level; Comprehension; Hierarchical Linear Modeling; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Beobachtung; Sprachgebrauch; Schulnote; Studentische Bewertung; Lehrkunst; Urban area; Stadtregion; Armut; Geschlechterkonflikt; Rassenunterschied; Klassengespräch; Likert-Skala; Rezeptive Kommunikationsfähigkeit; Wissensbasis; Verstehen; Verständnis
Abstract	The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the curriculum materials. Ten pre-K classrooms with a total of 143 children were randomly selected into treatment and control groups. Observations of teacher talk, including characteristics of lexically-rich and cognitively demanding language were conducted before and during the intervention. Measures of child outcomes, pre- and post-intervention included both standardized and curriculum-based assessments. Results indicated significant improvements in the quality of teachers' talk in the treatment compared to the control group, and significant gains for child outcomes. These results suggest that educative curriculum may be a promising approach to facilitate both teacher and student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11