Support of Language and Communication in the 'Tambour Situation' in Swedish Preschools

Autor/in	Nordberg, Ann
Titel	Support of Language and Communication in the 'Tambour Situation' in Swedish Preschools
Quelle	In: Early Child Development and Care, 191 (2021) 5, S.699-712 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nordberg, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1645134
Schlagwörter	Foreign Countries; Language Acquisition; Preschool Children; Preschool Teachers; Educational Environment; Language Usage; Communication Skills; Interpersonal Communication; Teacher Leadership; Teacher Role; Collegiality; Environmental Influences; Skill Development; Interaction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachgebrauch; Kommunikationsstil; Interpersonale Kommunikation; Lehrerfunktionsstelle; Lehrerrolle; Kollegialität; Environmental influence; Umwelteinfluss; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Schweden
Abstract	The aim of this study was to investigate in what ways children's language development could be supported from the staff at Swedish preschools in the 'Tambour situation' (the transition time at the preschool's reception area). The support of Physical Language Learning Environment and Language Learning Interactions were observed for children (1-5 years). Initial video-taped observations were followed by the staff's examination of the language practice. Data were analysed by using an observation-tool, identifying the support of the children's language-use and how it could be further developed. After six weeks another video-taped observation was made and the observations were compared. The Language Learning Environment dimension scored higher than the Language Learning Interactions did. Potentials for increasing the support of language learning were found. These observations turned out to be flexible measures to support teachers developing practices and finding targeting areas for specific actions to improve the children's language and communication. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01