Early Childhood Educators' Competences for Supporting Children's Academic Language Skills in Germany

Autor/inn/en	Michel, Marije; Ofner, Daniela; Thoma, Dieter
Titel	Early Childhood Educators' Competences for Supporting Children's Academic Language Skills in Germany
Quelle	In: Language Awareness, 23 (2014) 1-2, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2013.863896
Schlagwörter	Preschool Teachers; Scores; Teacher Student Relationship; Intervention; Language Acquisition; Child Language; Foreign Countries; Computer Assisted Testing; Language Tests; Morphology (Languages); Syntax; Child Development; Developmental Stages; Video Technology; Secondary Education; Educational Attainment; Metalinguistics; Faculty Development; Preschool Children; Child Caregivers; Multilingualism; Second Language Learning; Correlation; Teacher Education; Surveys; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Ausland; Language test; Sprachtest; Morphology; Morphologie; Kindesentwicklung; Sekundarbereich; Bildungsabschluss; Bildungsgut; Metalanguage; Metasprache; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Caregiver; Caregivers; Carer; Kinderbetreuung; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Korrelation; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Multivariate Analyse; Deutschland
Abstract	This study investigates early childhood educators' language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child-educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants' knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators' professional training and suggest a greater emphasis on linguistics and language awareness in their education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10