Supporting Communication Development in the Early Years: A Practitioner's Perspective

Autor/inn/en	Bain, Julie; James, Deborah; Harrison, Mary
Titel	Supporting Communication Development in the Early Years: A Practitioner's Perspective
Quelle	In: Child Language Teaching and Therapy, 31 (2015) 3, S.325-336 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659015596795
Schlagwörter	Child Language; Language Acquisition; Teacher Role; Communication Skills; Early Childhood Education; Primary Education; Ethnography; Qualitative Research; Observation; Semi Structured Interviews; Preschool Teachers; Elementary School Teachers; Communication Strategies; Foreign Countries; Parent Participation; United Kingdom + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Lehrerrolle; Kommunikationsstil; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Primarbereich; Ethnografie; Qualitative Forschung; Beobachtung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kommunikationsstrategie; Ausland; Elternmitwirkung; Großbritannien
Abstract	This research study set out to explore the education practitioner's role in promoting communication development in early years classrooms. The study was undertaken in the combined nursery and reception early years unit of a small primary school using an ethnographic approach. Qualitative data was collected through 18 three-hour visits to the setting, using a mixture of observations, conversations and reflective notes, followed by a semi-structured interview with the teacher who was the subject of the case study. Analysis of the data revealed a multi-layered approach to communication that involved children, staff and parents. The participant interview revealed the depth of the teacher's commitment to developing the children's communication. The interview data suggested that this commitment came from the teacher's own experiences of parenting and being valued and supported by her peers to help each child develop his or her communication skills effectively. The teacher was invited to reflect on the study's findings, and they are presented in the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01