Kindergarten teachers' practices for supporting children's language development

被引：0
|
作者：
Charron, Annie [1 ]
Bouchard, Caroline [2 ]
Villeneuve-Lapointe, Myriam [3 ]
Parent, Anne-Sophie [2 ]
机构：
[1] Univ Quebec Montreal, Quebec City, PQ, Canada
[2] Univ Laval, Quebec City, PQ, Canada
[3] Univ Sherbrooke, Quebec City, PQ, Canada
来源：
EDUCATION ET FRANCOPHONIE | 2022年 / 50卷 / 01期
关键词：
SCHOOL READINESS; PRESCHOOL CLASSROOMS; QUALITY; EXPERIENCES; ENVIRONMENT; PLAY;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this article is to document kindergarten teachers' practices for supporting children's language development. Data to meet this objective were collected through an individual semi-structured interview with 17 teachers. The results show the importance of supporting children's oral and written language development, however the teachers only declare direct practices supporting oral language development. For written language development, direct and indirect practices are identified in the article. These results clarify practices that pre-school teachers use to support language development with a view to establishing a professional development system to train and accompany them in achieving this objective.
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页数：18
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