A Formative Experiment to Enhance Teacher-Child Language Interactions in a Preschool Classroom

Autor/inn/en	Bradley, Barbara A.; Reinking, David
Titel	A Formative Experiment to Enhance Teacher-Child Language Interactions in a Preschool Classroom
Quelle	In: Journal of Early Childhood Literacy, 11 (2011) 3, S.362-401 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798411410802
Schlagwörter	Group Activities; Child Language; Preschool Teachers; Teaching Methods; Formative Evaluation; Interaction; Language Skills; Interpersonal Communication; Preschool Children; Teacher Student Relationship; Inhibition; Reading Aloud to Others; Oral Language; Childrens Literature + Suchen Sie Ihr Suchwort? Gruppenaktivität; 'Children''s language'; Kindersprache; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Language skill; Sprachkompetenz; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Hemmung; Oral interpretation; Mündlicher Sprachgebrauch; 'Children''s literature'; Kinderliteratur
Abstract	A formative experiment investigated how two strategies aimed at increasing the quality and quantity of language interactions could be integrated into a preschool classroom. Strategies for enriching language interactions were introduced during book sharing, semi-structured group activities, and mealtimes. Mixed methods revealed factors that enhanced, inhibited, or sometimes prevented the integration of enriching language interactions during the school day and accordingly what adaptations might be warranted. Specifically, data revealed increases in the quantity and quality of teacher-child interactions during book sharing and mealtimes, but not during semi-structured group activities. Implications are discussed for professional development, classroom practice, and how formative experiments reveal unique insights about preschool classrooms. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10