Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity

Author(s): Piasta, Shayne B.; Justice, Laura M.; Cabell, Sonia Q.; Wiggins, Alice K.; Turnbull, Khara Pence; Currenton, Stephanie M.;
Date Issued: Q3 2012
Description: A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those strategies on proximal child language outcomes, based on data from 49 preschool teachers and 330 low income children in 38 different preschool programs from a single mid-Atlantic state
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 27
Issue Number: 3
Page Range: 387-400
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships
Country: United States
ISSN: 0885-2006 Paper
1873-7706 Online
Peer Reviewed: yes
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