How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis

Autor/in	Erwin-Davidson, Lisa
Titel	How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis
Quelle	(2019), (276 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-0259-3
Schlagwörter	Hochschulschrift; Dissertation; Vocabulary Development; Concept Teaching; Augmentative and Alternative Communication; Communication Problems; Special Needs Students; Language Acquisition; Teacher Student Relationship; Preschool Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wortschatzarbeit; Kommunikationsbarriere; Sonderpädagogischer Förderbedarf; Sprachaneignung; Spracherwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Over a 12-week period, this naturalistic cross-case ethnographic and exploratory study examined how a continuum of teacher characteristics impacted students' use and understanding of a subset of basic concept words called conceptual relational words (CRWs). Four carefully bound inclusive preschool classrooms were purposefully selected to explore how children with and without complex communication needs (CCN) used, understood, and learned CRWs within the context of their daily routines. This study addressed current problems in augmentative and alternative communication (AAC) that limit access to context-expanding vocabulary because of unfounded beliefs that young children with CCN need many nouns on their aided AAC systems and cannot learn to use and understand "abstract" concept words, and conventional thinking that "abstract" concept words only develop after "concrete" words. The long-term goals of the study were to help early educators: (a) make decisions around vocabulary selection for AAC systems that move beyond the selection of primarily context-constraining nouns for AAC systems, and (b) provide effective basic concept instruction for children with CCN. Semi-structured teacher interviews were conducted in addition to collecting an assemblage of classroom data. Through discourse analysis, observational content analysis, and thematic analysis, holistic insights were gained. Evidence suggests that CRWs were densely represented across multiple relational spaces and naturally produced by children without CCN when engaged with objects, cultural tools, and physical materials. Certain hands-on activities were more conducive than others to teacher-student use of CRWs. Children with CCN who had access to aided AAC used previously known and newly learned CRWs across multiple spaces. Children who did not have access to aided AAC demonstrated an understanding of many CRWs but had few opportunities to use them. This study contributes to our understandings of how interdependent teacher-student-context characteristics promote and inhibit both sensorimotor and conceptual language development depending on the differential experiences available to all children as they engage together in the occupation of learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01