Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom

Autor/inn/en	Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle
Titel	Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom
Quelle	In: Early Education and Development, 29 (2018) 1, S.104-124 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1287992
Schlagwörter	Self Management; Intervention; Preschool Teachers; Language Usage; Language Acquisition; Classroom Environment; Foreign Countries; Control Groups; Experimental Groups; Check Lists; Program Effectiveness; Reading Aloud to Others; Discussion (Teaching Technique); Receptive Language; Barriers; Interaction; Preschool Children; Vocabulary Development; Intelligence Tests; Verbal Ability; Language Proficiency; English (Second Language); Second Language Learning; Surveys; Cognitive Development; Young Children; Audio Equipment; Coding; Chile (Santiago); Peabody Picture Vocabulary Test; Woodcock Munoz Language Survey; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Selbstmanagement; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachgebrauch; Sprachaneignung; Spracherwerb; Klassenklima; Unterrichtsklima; Ausland; Checkliste; Rezeptive Kommunikationsfähigkeit; Interaktion; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Wortschatzarbeit; Intelligence test; Intelligenztest; Mündliche Leistung; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Kognitive Entwicklung; Frühe Kindheit; Audio-CD; Codierung; Programmierung
Abstract	Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they offered children. Research personnel used the checklists to elaborate a monthly summary of the language opportunities offered to each child in that month and discussed this information with teachers. Results revealed a significant advantage for intervention teachers in frequency of book readings and word discussions but not on children's language growth. Dosage analyses showed that children identified by the self-monitoring device as receiving more language-learning opportunities improved significantly more from beginning to end of the school year in receptive vocabulary. Practice or Policy: Contextual barriers such as large numbers of children and unawareness of the impact of some language interactions can prevent teachers from engaging in important practices. Reminding teachers of the importance of those practices and helping them monitor their frequency may be a low-cost way of improving language opportunities for children in contexts where more intensive professional development is not possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01