The Relation between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes

Autor/inn/en	McLeod, Ragan H.; Kaiser, Ann P.; Hardy, Jessica K.
Titel	The Relation between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 2, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418812675
Schlagwörter	Correlation; Vocabulary; Play; Outcomes of Education; Vocabulary Development; Preschools; Preschool Children; Preschool Teachers; Randomized Controlled Trials; Early Childhood Education; Federal Programs; Disadvantaged Youth; Early Intervention; Developmental Delays; Language Skills; Teacher Student Relationship; Intelligence Tests; Verbal Ability; Preschool Language Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Wortschatz; Spiel; Lernleistung; Schulerfolg; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Entwicklungsverzögerung; Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and the relation between teachers' vocabulary use and children's vocabulary outcomes. One Enhanced Milieu Teaching (EMT) session for each of 53 teacher-child dyads was transcribed and coded for teacher use of target and sophisticated vocabulary, use of teacher strategies to support vocabulary development, and child use of vocabulary. Descriptive data indicate variability for both teacher and child vocabulary use in the play sessions. Both teacher total number of vocabulary words and vocabulary supports were significantly related to child vocabulary use within sessions. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06