Educational Language Practices Described by Preschool Teachers in Norwegian Kindergartens

Autor/inn/en	Hansen, Joakim Evensen; Alvestad, Marit
Titel	Educational Language Practices Described by Preschool Teachers in Norwegian Kindergartens
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 1, S.128-141 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hansen, Joakim Evensen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1412052
Schlagwörter	Foreign Countries; Preschool Teachers; Early Childhood Education; Child Care; Language Acquisition; Language Skills; Listening Skills; Infants; Toddlers; Teaching Methods; Preschool Education; Rating Scales; Child Care Centers; Qualitative Research; Case Studies; Semi Structured Interviews; Teacher Role; Vocabulary; Story Telling; Reading Aloud to Others; Knowledge Level; Competence; Interdisciplinary Approach; Norway; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Infant; Toddler; Toddlers; Kleinkind; Infants; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Child care facilities; Child care services; Kinderzentrum; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerrolle; Wortschatz; Wissensbasis; Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Norwegen
Abstract	This article focuses on educational language practices as described by preschool teachers in Norwegian kindergartens in groups consisting of one- to three-year-old children. Research indicates a relationship between high-quality childcare and language development, yet there is a need for more research on educational practices in high-quality settings. The kindergartens in this study have a high score (5-7/good to excellent) on the subscale "Listening and Talking" on the Infant/Toddler Environment Rating Scale-Revised. The study is based on qualitative analysis of semi-structured interviews with six preschool teachers in four kindergartens. The findings indicate a holistic dialogical approach to educational language practices. Varied social settings and strategies are used for language learning and aspects of planning and assessment are seen as important in these kindergartens. The preschool teachers highlight the importance of children's language learning during day-to-day activities in kindergarten. (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	2020/1/01