Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development

Autor/inn/en	Hadley, Elizabeth Burke; Newman, Katherine Mackay; Kim, Eun Sook
Titel	Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development
Quelle	In: Early Education and Development, 34 (2023) 1, S.181-207 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadley, Elizabeth Burke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1979835
Schlagwörter	Preschool Education; Context Effect; Oral Language; Language Acquisition; Teacher Student Relationship; Language Skills; Language Usage; Faculty Development; Vocabulary Development; Coaching (Performance); Intervention; Learning Activities; Teaching Methods; Sociocultural Patterns; Child Development; Montessori Method; Comparative Analysis; Language Tests; Factor Analysis; Scores; Child Language; Program Design; Preschool Children; Tennessee; Florida; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Sprachkompetenz; Sprachgebrauch; Wortschatzarbeit; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Kindesentwicklung; Montessori pedagogics; Montessori-Pädagogik; Language test; Sprachtest; Faktorenanalyse; 'Children''s language'; Kindersprache; Programme design; Programmaufbau; Programmplanung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	Research Findings: The present study investigates both the proximal processes and contextual influences on children's oral language development in preschool. We examine whether teacher language practices vary across activity settings and program type, which teacher language practices predict children's oral language skills, and potential differences in children's language learning trajectories. The instructional time in a diverse sample of 15 preschool classrooms was recorded and coded for teacher language practices hypothesized to support children's language development, including conceptual and interactive talk. Children (n = 99) were assessed at the beginning and end of the school year with a comprehensive measure of oral language development. Results indicated that there was substantial variation across activity settings and program type, with more beneficial language practices used more often in large group settings and in preschools with extensive professional development and coaching support. The specific teacher language practices of vocabulary talk and elicitation practices were positively related to children's language, controlling for pretest scores, child age, and program type. Practice or Policy: Findings indicate several leverage points for intervention, such as balancing time spent in different activity settings, maximizing the potential of small group time through elicitation strategies, and building in additional supports for interactive language during centers time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01