Scaling Up Early Language Intervention in Educational Settings: First Steps Matter

Autor/inn/en	Ramacciotti, Mirela C. C.; Sousa, Helena; Silveira, Heloisa G.; Hulme, Charles; Snowling, Margaret J.; Newbury, Dianne F.; Puglisi, Marina L.
Titel	Scaling Up Early Language Intervention in Educational Settings: First Steps Matter
Quelle	In: Oxford Review of Education, 49 (2023) 1, S.29-47 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newbury, Dianne F.) ORCID (Puglisi, Marina L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2088488
Schlagwörter	Early Childhood Education; Child Language; Early Intervention; Portuguese; Program Design; Program Implementation; Fidelity; Learning Management Systems; Teaching Methods; Pilot Projects; Guidelines; Teacher Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s language'; Kindersprache; Portugiesischunterricht; Programme design; Programmaufbau; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Richtlinien; Lehrerausbildung; Lehrerbildung
Abstract	Objective: To report how improvements on a Brazilian language intervention for early childhood education settings (PROLIN) were made and evaluated. Study Design: In the first phase, the programme layout and materials were improved. This involved redesigning the guidelines for the programme, adding videos (using a learning management system) and creating an observation checklist to monitor the fidelity of implementation. The second phase was a two-week pilot study (a seven-session intervention) involving two teachers and 22 students. Checklists and video footage were analysed to investigate implementation. Results: Quality of implementation was generally good, but we identified additional areas for improvement. Teachers had some difficulties with aspects related to session dynamics, implementation of activities and use of techniques that reinforce learning. Conclusions: The pilot study was instrumental in identifying obstacles for a scaled-up, high-quality implementation. The design of these materials took into consideration ways of guiding and supporting teachers to: (1) offer students adequate participation time; (2) help include children who are shy or have behaviour problems; (3) use teaching strategies properly; (4) bring sessions to a close; and (5) reach the objectives of each session. Further modification is still needed, especially in the manual, videos and supplementary materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01