Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction

Autor/inn/en	Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M.
Titel	Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction
Quelle	In: Early Education and Development, 28 (2017) 4, S.457-474 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1246287
Schlagwörter	Preschool Children; Preschool Teachers; Literacy Education; Curriculum; Control Groups; Teacher Student Relationship; Peer Relationship; Social Development; Classroom Techniques; Intervention; Rural Areas; Language Skills; Interpersonal Competence; Student Characteristics; Correlation; Hierarchical Linear Modeling; Randomized Controlled Trials; Language Tests; Statistical Analysis; Clinical Evaluation of Language Fundamentals; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Curricula; Lehrplan; Rahmenplan; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziale Entwicklung; Klassenführung; Rural area; Ländlicher Raum; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Korrelation; Language test; Sprachtest; Statistische Analyse
Abstract	Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers' implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children's social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher-child managed whole-group instruction could facilitate stronger social connections among preschool children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01