Approaches and Educational Assessments of Children's Speech, Language and Communication Development in Swedish Preschools

Autor/inn/en	Nordberg, Ann; Jacobsson, Katharina
Titel	Approaches and Educational Assessments of Children's Speech, Language and Communication Development in Swedish Preschools
Quelle	In: Early Child Development and Care, 191 (2021) 14, S.2188-2203 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nordberg, Ann) ORCID (Jacobsson, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1697693
Schlagwörter	Preschool Children; Foreign Countries; Language Acquisition; Teacher Attitudes; Preschool Teachers; Special Education Teachers; Communication Skills; Speech Evaluation; Evaluation Methods; Trust (Psychology); Teacher Administrator Relationship; Faculty Development; Special Needs Students; Language Tests; Sweden + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Sprachaneignung; Spracherwerb; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Sonderpädagogischer Förderbedarf; Language test; Sprachtest; Schweden
Abstract	This study aimed to investigate how 33 preschool teachers' and 30 special educational needs teachers in Swedish preschools documented and described children's speech, language and communication development. The views on concepts as 'scientific basis', 'proven experience' and ways to follow language development for children in need of extra-support were examined. A questionnaire, including open and closed questions on teachers' work in the preschool practice, provided quantitative and qualitative data. Thus, a mixed method of triangulation was applied with concurrent data collection and analysis. The following themes emerged through the analysis: 'Reflected', 'Unreflected', 'Trust/rely on employer', 'Uncertain' and 'Conviction'. There were various systematic ways to follow the language development of children in need of extra-support. This indicates challenges for preschool professions, as the understanding of the meaning of important concepts varied which entails difficulties trying to work in the preschool practice based on these concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01