Supporting Preschoolers' Vocabulary Learning: Using a Decision-Making Model to Select Appropriate Words and Methods

Autor/inn/en	Christ, Tanya; Wang, X. Christine
Titel	Supporting Preschoolers' Vocabulary Learning: Using a Decision-Making Model to Select Appropriate Words and Methods
Quelle	In: Young Children, 67 (2012) 2, S.74-80 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Direct Instruction; Vocabulary; Young Children; Vocabulary Development; Preschool Children; Decision Making; Reading; Story Reading; Early Childhood Education + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatz; Frühe Kindheit; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Decision-making; Entscheidungsfindung; Leseprozess; Lesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Young children learn new vocabulary with great agility and speed, but their learning is dependent on the range of words they are exposed to. Teachers can naturally facilitate children's vocabulary learning using a variety of strategies, including making conversation and posing thoughtful questions. But there is also an important role for direct instruction, which is what the authors focus on in this article. Ms. Allen is an experienced Head Start teacher who welcomed the authors into her classroom to observe and mentor her as she facilitated children's vocabulary learning. To support Ms. Allen and other teachers, the authors developed a simple three-step model to inform the selection of appropriate vocabulary words from curriculum materials and activities. These steps are research-based and were field-tested in Ms. Allen's classroom, as well as university practicum experiences spanning three years: (1) Identify all the words that most children in the class are unlikely to know; (2) Select a small set of vocabulary words to focus on; and (3) Determine what methods will best support children's acquisition of the selected vocabulary. In this article, the authors explain and illustrate each step in the model using examples from a shared reading lesson. To illustrate the steps succinctly, the authors will present the decision-making steps using an activity that occurs in most early childhood classrooms--reading a story aloud. Given the importance of understanding word meanings to children's reading success, the authors hope that their model will support more teachers as they make decisions about implementing effective vocabulary teaching strategies in early childhood classrooms. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10