The Effect of Language-Focused Professional Development on the Knowledge and Behaviour of Preschool Practitioners

Autor/inn/en	Kidd, Lauren; Rowland, Caroline
Titel	The Effect of Language-Focused Professional Development on the Knowledge and Behaviour of Preschool Practitioners
Quelle	In: Journal of Early Childhood Literacy, 21 (2021) 1, S.27-59 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798418803664
Schlagwörter	Faculty Development; Program Effectiveness; Preschool Teachers; Teacher Behavior; Language Acquisition; Communication Skills; Foreign Countries; Preschool Education; Learning Processes; Teaching Methods; Child Care Centers; Language Enrichment; Video Technology; Knowledge Base for Teaching; Vocabulary Development; Teacher Student Relationship; Early Intervention; Program Descriptions; United Kingdom + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher behaviour; Lehrerverhalten; Sprachaneignung; Spracherwerb; Kommunikationsstil; Ausland; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Teaching theory; Theory of teaching; Unterrichtstheorie; Wortschatzarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Großbritannien
Abstract	The purpose of this project was to investigate the effectiveness of a language-focused professional development programme on the knowledge and behaviour of preschool practitioners (sometimes called early years practitioners) in the UK. In Study 1 we determined whether the training received by practitioners is effective in improving their knowledge of how to support children's language and communicative development. In Study 2 we tested whether trained practitioners, and practitioners from centres with embedded Language Champions, were able to implement the techniques they had been taught. For this, we video-recorded practitioners interacting, one to one, with 2- and 3-4-year-old children in their centres. We conclude that (1) practitioners retain the knowledge they have been taught, both about how children learn and about how to promote this learning, and that (2), in some respects, this knowledge translates well into practice; practitioners in centres with embedded Language Champions and trained practitioners used language-enriching behaviours when interacting with children more often than did untrained practitioners. We discuss how the translation of some techniques into overt behaviour could be made more effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01