Early Childhood Educators' Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

Autor/inn/en	Bouchard, Caroline; Bigras, Nathalie; Cantin, Gilles; Coutu, Sylvain; Blain-Briere, Benedicte; Eryasa, Joell; Charron, Annie; Brunson, Liesette
Titel	Early Childhood Educators' Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers
Quelle	In: Early Childhood Education Journal, 37 (2010) 5, S.371-379 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-009-0355-7
Schlagwörter	Language Usage; Early Childhood Education; Young Children; Rating Scales; Educational Practices; Interaction; Foreign Countries; Child Care Centers; Language Skills; Skill Development; Teacher Educators; Teaching Methods; French; Canada; Canada (Toronto) + Suchen Sie Ihr Suchwort? Sprachgebrauch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Rating-Skala; Bildungspraxis; Interaktion; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Kanada
Abstract	The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. ("Teacher interaction and language rating scale," Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year-old children attending early childhood education centers in Quebec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10