Child Care and Early Education Research Connections

Skip to main content

Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development

Share
Description:
This study used a novel method to examine the volume and quality of teacher-child conversations within 44 preschool classrooms. Small group play sessions were transcribed, parsed into conversations, and coded for teachers' use of strategies that elicited and extended child talk. The first research aim was to examine the extent to which professional development impacted teachers' strategy use during conversations with children, whereas the second aim was to consider the way in which teachers' strategy use related to gains in children's vocabulary across the preschool year. Regarding this second aim, of principal interest was the relation between the pattern of teachers' strategy use (concentrated versus distributed) and children's gains. Findings indicated that professional development increased teacher-child engagement in multi-turn conversations, child-initiated conversations, and teachers' strategy use. In addition, teacher-child conversations with a high concentration of teacher elicitations and extensions were positively associated with children's vocabulary gains. This study increases our understanding of what teacher-child conversations look like in preschool settings, and helps to advance the field in terms of identifying features of conversations that may promote children's language growth. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Implementation of developmental screening in early childhood education: An investigation of process variables and acceptability

Reports & Papersview

When does 1+1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills

Reports & Papersview

Early educators’ collective workplace stress as a predictor of professional development’s impacts on children’s development

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT