'I Do It All the Time! My Mam Does It!' Leveraging the Familiar to Enhance Communication Skills in Early Years Educators

Autor/inn/en	Hayes, Nóirín; Rooney, Tríona
Titel	'I Do It All the Time! My Mam Does It!' Leveraging the Familiar to Enhance Communication Skills in Early Years Educators
Quelle	In: Early Child Development and Care, 189 (2019) 5, S.707-717 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1339277
Schlagwörter	Communication Skills; Early Childhood Education; Preschool Teachers; Preschool Children; Speech Language Pathology; Speech Therapy; Prevention; Identification; Foreign Countries; Faculty Development; School Readiness; Oral Language; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Kommunikationsstil; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Entwicklungsproximale Sprachtherapie; Logotherapie; Prävention; Vorbeugung; Identifikation; Identifizierung; Ausland; Readiness for school; School ability; Schulreife; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This paper outlines the use of Learning Language and Loving It™ -- The Hanen Program® for Early Years Educators/Teachers (LLLI) with Early Years Educators (EYEs) as part of a community-based early years Continuing Professional Development (CPD) intervention. Trainer sensitivity to the cultural use of questions by EYEs was used as a means to raise awareness of their interactions with young children, and this emerged as a key catalyst for reflective practice and improved interaction with children. EYEs reported increased awareness of their own interaction skills while recognizing the limiting effect of directive questioning in conversations with children. In sessions, they shared their challenges and outlined positive effects of child-led interactions. This paper argues that LLLI provided time and space in group and individual sessions to allow participants to explore their own communication practices and concludes that CPD with EYEs should place more emphasis on their role in developing oral language, literacy and social skills through interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01