Understanding Child-Directed Speech around Book Reading in Toddler Classrooms: Evidence from Early Head Start Programs

Autor/inn/en	Hindman, Annemarie H.; Farrow, JeanMarie; Anderson, Kate; Wasik, Barbara A.; Snyder, Patricia A.
Titel	Understanding Child-Directed Speech around Book Reading in Toddler Classrooms: Evidence from Early Head Start Programs
Quelle	(2021), (59 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Disadvantaged Youth; Federal Programs; Story Reading; Syntax; Classroom Environment; Toddlers; Language Acquisition; Vocabulary Development; Teacher Student Relationship; Preschool Children; Language Usage; Poverty; Preschool Teachers; Faculty Development; Reading Aloud to Others; Educational Quality; Intervention; Teaching Methods; Word Frequency; Classroom Communication; Communication Strategies; Accuracy; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Klassenklima; Unterrichtsklima; Infant; Infants; Toddler; Kleinkind; Sprachaneignung; Spracherwerb; Wortschatzarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sprachgebrauch; Armut; Erzieher; Erzieherin; Kindergärtnerin; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Word analysis; Frequency; Wortanalyse; Häufigkeit; Klassengespräch; Kommunikationsstrategie
Abstract	Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving two-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality (Classroom Assessment Scoring System [CLASS]) and linguistic complexity (i.e., diversity of vocabulary [D] and sophistication of syntax [MLU-w]), and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns--teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research. [This paper was published in "Frontiers in Psychology" v12 p719-783 2021.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01