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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Children's Interests within Emergent Curriculum: A Case of Networked Interests
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Exploring Vocabulary Knowledge and Home Language Experiences on Aspects of Young Children’s Oral Explanatory Discourse Skills
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts ...
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The Association Between Parental Executive Function and Children’s Language Skills at 18 Months ...
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McKee, Kelsey. - : Digital Repository at the University of Maryland, 2021
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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K-3 Teachers' Perspectives on Culturally Responsive Teaching for Linguistically Diverse Learners
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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development
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Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs ...
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Abstract:
Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. ...
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Keyword:
Book reading; Child-directed speech CDS; Early childhood education; Teacher; Toddler
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URL: https://scholarshare.temple.edu/handle/20.500.12613/7481 https://dx.doi.org/10.34944/dspace/7459
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El discurso científico en la etapa de infantil en el contexto del huerto ecológico escolar ; Scientific discourse in Early Childhood Education in the context of the Ecological School Garden
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In: Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 18(1), 1103 (2021)
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Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
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The Association Between Parental Executive Function and Children’s Language Skills at 18 Months
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The Challenges and Benefits of Maintaining ECE Children's Home Languages in New Zealand
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(Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School
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