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The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
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In: Boise State University Theses and Dissertations (2019)
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Inspiring writing: Bridging the gap between art and literacy in the classroom
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In: Vanderburg, RM, Lovett, NJ, Sailor, NG, Haplin, B, (2019). Inspiring writing: Bridging the gap between art and literacy in the classroom. Practical Literacy: The Early and Primary Years, Vol. 24, No. 3, p. 11-14 (2019)
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Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children
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Parental Reflective Functioning and Children’s Emergent Reading Skills: ERP and longitudinal behavioral measures
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The Intelligible Writer: A Shifting Subject Amongst Pedagogical Practices
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Literacy and Numeracy in Play: Young Children's Representations of Their Multilingual Worlds
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Mobile Screen Technologies and Parents of Young Children: Investigating Diverse Parents’ Attitudes, Beliefs, and their Interactions with Children
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Ochoa, Wendy. - : eScholarship, University of California, 2019
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Children’s Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms
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Abstract:
Preschool settings promote children’s language development and have the potential to reduce achievement gaps, especially for children from low-income backgrounds. These benefits are driven by the interactions children have with their teachers and peers, but recent evidence suggests there is variability in the quality and quantity of individual children’s classroom language interactions. Using a sample of Spanish-English dual language learner and monolingual English-speaking children (n = 117) enrolled in 21 Head Start preschool classrooms, this study investigated whether variation in individual children’s classroom language use and exposure was related to their characteristics. Direct assessments of children’s English and Spanish language proficiency and parent and teacher ratings of shyness and inhibitory control were used as predictors, along with gender, age, and disability status. Classroom observations using the Language Interaction Snapshot (LISn) examined each child’s teacher-child and peer interactions. Multilevel regression analyses identified several important child-level differences in the frequency and type of language used by children and teachers in the classroom. In classrooms with lower instructional support, as measured by the Classroom Assessment Scoring System (CLASS), shy children talked less to their teachers than their more extroverted peers did; however, in classrooms with more instructional support, there was no effect of shyness on children’s language use. Children with higher inhibitory control talked less to their teachers than did children with lower inhibitory control, but they experienced more teacher elaboration. Teachers used contextualized language more often with children who demonstrated lower English proficiency than with children who demonstrated higher English proficiency. Girls had more than twice as many sustained conversations with their peers than boys. Children with disabilities had conversations with their teachers at half the rate of their peers. There were positive associations among three indicators of high-quality teaching: the frequency of children’s talk to teachers, teachers reading aloud to children, and ratings of classroom instructional support. This study’s findings have implications for professional development and measurement of preschool teachers’ instructional practices with individual children, especially dual language learners.
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Keyword:
Classroom observation; Classroom quality; Developmental psychology; Dual Language Learners; Early childhood education; English as a second language; Language development; Preschool; Temperament
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URL: https://escholarship.org/uc/item/79b1m85s
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| 9 |
Parent Strategies for Improving Joint Engagement and Language in a Diverse Sample of Limited Language Preschoolers with Autism Spectrum Disorder
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| 10 |
Social origins, shared book reading and language skills in early childhood. Evidence from an information experiment
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In: https://hal-sciencespo.archives-ouvertes.fr/hal-03475379 ; 2019 (2019)
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| 11 |
Second Language Education in the Early Years: implications on literacy learning ; Enseignement/Apprentissage précoces des langues: effets sur l'apprentissage de la litéracie
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In: Proceedings of The 2nd International Conference on Advanced Research in Education ; https://halshs.archives-ouvertes.fr/halshs-02404589 ; Proceedings of The 2nd International Conference on Advanced Research in Education, 2019 (2019)
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| 12 |
Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ... : Asking questions in differently structured everyday situations in early childhood education ...
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Exploring Teachers' Literacy and Language Supports during Writing in Prekindergarten and Kindergarten Classrooms ...
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| 14 |
An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program
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In: Dissertations (2019)
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| 15 |
All About the American Flap
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In: Faculty Publications (2019)
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| 16 |
Chilla, Solveig / Niebuhr-Siebert, Sandra: Mehrsprachigkeit in der Kita. Grundlagen - Konzepte - Bildung. Stuttgart: Kohlhammer 2017 (224 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 4 (2019)
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Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education
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In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019)
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| 18 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 19 |
Leveraging DL Parent's Knowledge: Parents as Partners in Waiting
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In: Kansas State University Undergraduate Research Conference (2019)
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The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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