Infant Educators' Beliefs about Infant Language Development in Long Day Care Settings

Autor/inn/en	Degotardi, Sheila; Gill, Amy
Titel	Infant Educators' Beliefs about Infant Language Development in Long Day Care Settings
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 1, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1347607
Schlagwörter	Preschool Teachers; Grounded Theory; Language Acquisition; Preschool Education; Teacher Attitudes; Knowledge Base for Teaching; Teaching Methods; Teacher Student Relationship; Caregiver Child Relationship; Infants; Child Development; Teacher Student Ratio; Educational Quality; Educational Environment; Foreign Countries; Learning Processes; Preschool Curriculum; Vocabulary Development; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Lehrer-Schüler-Relation; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Learning process; Lernprozess; Wortschatzarbeit; Australien
Abstract	This study examined infant educators' beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising 'insider' practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators' perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01