CECIL: Coaching Early Conversations Interaction and Language

Autor/in	Barbour, Laura
Institution	Sutton Trust (United Kingdom)
Titel	CECIL: Coaching Early Conversations Interaction and Language
Quelle	(2022), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coaching (Performance); COVID-19; Pandemics; Early Childhood Education; Language Skills; Communication Skills; Program Evaluation; Foreign Countries; Disadvantaged; Parent Child Relationship; Teacher Student Relationship; Speech Language Pathology; Speech Therapy; Faculty Development; Preschool Teachers; Information Technology; Educational Resources; Teacher Student Ratio; Teacher Attitudes; Barriers; Intervention; Child Language; Futures (of Society); Evidence Based Practice; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Language skill; Sprachkompetenz; Kommunikationsstil; Programme evaluation; Programmevaluation; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Entwicklungsproximale Sprachtherapie; Logotherapie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Informationstechnologie; Bildungsmittel; Lehrer-Schüler-Relation; Lehrerverhalten; 'Children''s language'; Kindersprache; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report is a summary document which explains the rationale for the CECIL (Coaching Early Conversations Interaction and Language) project, delivery within the context of COVID-19, the findings, the learnings, and next steps. The Institute for Employment Studies (IES) led an Implementation and Process Evaluation (IPE), and the University of Oxford led an Impact Evaluation. CECIL is a mixed-method research project that aims to provide high quality provision for children in Early Years settings to enable them to develop strong communication and language skills. The mechanism for support is continuing, professional development (CPD) to develop, embed, and sustain effective practice amongst practitioners working in Private, Voluntary and Independent (PVI) settings in areas of disadvantage. (ERIC).
Anmerkungen	Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11