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.

引用

页数：18

共 50 条

[31] Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills
Garber, Kylie L.
Foster, Tiffany J.
Little, Michael H.
Cohen-Vogel, Lora
Bratsch-Hines, Mary
Burchinal, Margaret R.
EARLY EDUCATION AND DEVELOPMENT, 2023, 34 (02): : 426 - 448
[32] LANGUAGE DEVELOPMENT AND THE USE OF ICT IN CHILDREN'S SCHOOLS: TEACHERS 'PERCEPTION
Cascales Martinez, Antonia
Carrillo Garcia, Maria Encarnacion
ENSAYOS-REVISTA DE LA FACULTAD DE EDUCACION DE ALBACETE, 2020, 35 (02): : 71 - 86
[33] Kindergarten teachers' reported use of kindergarten to first grade transition practices
La Paro, KM
Pianta, R
Cox, M
ELEMENTARY SCHOOL JOURNAL, 2000, 101 (01): : 63 - 78
[34] Cognitive Development in Children With Language Impairment, and Correlation Between Language and Intelligence Development in Kindergarten Children With Developmental Delay
Liao, Su-Fen
Liu, Jui-Ching
Hsu, Chun-Ling
Chang, Ming-Yuh
Chang, Tung-Ming
Cheng, Helen
JOURNAL OF CHILD NEUROLOGY, 2015, 30 (01) : 42 - 47
[35] CREATIVITY DEVELOPMENT OF KINDERGARTEN TEACHERS
Hornackova, Vladimira
Fischerova, Eliska
Konecna, Denisa
Fendrychova, Terezie
9TH INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL PSYCHOLOGY (ICEEPSY 2018), 2019, 53 : 671 - 677
[36] Partner language development in TWI Teachers' beliefs and practices
Navejas, Dawn
JOURNAL OF IMMERSION AND CONTENT-BASED LANGUAGE EDUCATION, 2022, 10 (01) : 62 - 89
[37] Supporting Kindergarten Children's Social and Emotional Development: Examining the Synergetic Role of Environments, Play, and Relationships
Kirk, Gill
Jay, Jenny
JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 2018, 32 (04) : 472 - 485
[38] Supporting the Professional Development of English Language Teachers: Facilitative Mentoring
Kohnke, Lucas
RELC JOURNAL, 2020, 51 (03) : 454 - 456
[39] First Nations Elders' and Parents' Views on Supporting their Children's Language Development
Ball, Jessica
Lewis, Marlene
CANADIAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY, 2014, 38 (02): : 224 - 237
[40] Supporting language and cognitive development of infants and young children living in children's homes in Turkey
Berument, S. K.
Sonmez, D.
Eyupoglu, H.
CHILD CARE HEALTH AND DEVELOPMENT, 2012, 38 (05) : 743 - 752

← 1 2 3 4 5 →