Preschool teachers' language use during dramatic play

Meacham, Sohyun; Vukelich, Carol; Han, Myae; Buell, Martha

doi:10.1080/1350293x.2013.789196

Cited by 19 publications

(9 citation statements)

References 32 publications

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“…Teachers not only have an important role in promoting and supporting children's play activities in the classroom by defining different contexts and activities children will be exposed to, but also have the opportunity to use play to enhance children's development. Researchers have examined teacher-child interactions during play and have identified different roles by which teachers enhance or disrupt children's play (Johnson et al, 2005;Kontos, 1999;Meacham, Vukelich, Han, & Buell, 2013Vu, Han, & Buell, 2015). Johnson et al (2005) divide these roles into two groups: precarious roles (e.g., uninvolved, director, and redirector) and facilitative roles (e.g., onlooker, stage manager, co-player, and play leader).…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

“…These studies highlight the need to inform teachers how to facilitate children's play. A few other studies have also looked at teachers' facilitative roles during play (Kontos, 1999;Meacham et al, 2013); however, to date, there is little research on children's responses to teachers' roles. The current study tries to expand the literature by studying in more depth the functions of teachers' roles in relation to the child's responses.…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

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Children’s Responses to Different Types of Teacher Involvement During Free Play

Gaviria-Loaiza¹,

Han²,

Vu³

et al. 2017

J Child. Stud.

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Juana Gaviria-Loaiza is a PhD candidate in the department of Human Development and Family Studies at the University of Delaware. Her research interests include (1) adult-child interactions, specifically, how teachers and parents foster children's language and socioemotional development, (2) cultural differences in parenting and teaching practices, and (3) Hispanic children and families. She has participated in multiple research projects, including an Early Reading First project and a parent-child interaction intervention into Early Head Start home visits. Juana is from Medellin, Colombia. Email: jgaviria@udel.edu Myae Han is an associate professor in the Department of Human Development and Family Studies at the University of Delaware. Dr. Han's research interests include (1) an early intervention for at-risk children to support early language and literacy and play, (2) implementation process and coaching in applied and translational research in early childhood settings, and (3) culturally and linguistically diverse children. Dr. Han is a current president of Literacy Development in Young Children (LDYC) SIG at the International Literacy Association and a past president of The Association for the Study of Play (TASP). She has codirected various federal and state-funded grant projects, including three Early Reading First projects

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Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Children’s Responses to Different Types of Teacher Involvement During Free Play

Gaviria-Loaiza¹,

Han²,

Vu³

et al. 2017

J Child. Stud.

Self Cite

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“…In addition, language development can be promoted through activities like drama, poetry, social play, watching video or listening to music (Nachiappan, 2015;Holmes et al, 2015;Holmes and Romeo, 2013;Meacham et al, 2013). Holmes and Romeo (2013) found that gender and administration of the preschool is a factor that influenced language abilities and students' social games.…”

Section: Literature Reviewmentioning

confidence: 99%

Cognition application in preschool teaching and learning through communication component in national standard preschool curriculum

Nachiappan¹,

Othman²,

Akhir³

et al. 2016

Int. j. adv. appl. sci

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This study aims to identify the teacher's shortcomings in teaching preparation, and cognition application in teaching and learning through communication component in National Standard Preschool Curriculum. Teachers' Daily Teaching Plan (DTP) from a teacher for a week in communication component was analyzed using Hermeneutics method. The results obtained showed that there were two main factor of teachers' shortcoming in the DTP which is the repetition of the same activities and the use of uninteresting teaching aids. In addition, the findings also showed that teachers still lacking in implement the cognition application in teaching and learning of communication component. Therefore, the guidance of lecturers and mentors need to address this issue. Teachers also need to attend special training courses to gain knowledge and experiences in order to improve the weaknesses that have been identified.

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“…A number of scholars reported that the effectiveness of teachers depended on many factors. Some of them can be summarized as follows: The quality or effectiveness of teachers depend on the individual and group incentives [68]; value-added accountability [58]; general teaching experience and specific curriculum familiarity [48,57]; language use [43]; teacher-students' interpersonal relationships [18]; managing classroom misbehavior [65]; support from school principal and colleagues, being enthusiastic and motivated, flexibility and creativity, feelings of self-efficacy, well-being, [33]; using excellent teaching strategies [39]; indicating respectful to students, expert on the subject, organizing good lectures, understanding students, and having good communication skills [2]; constantly pursuing the goal [72]; personal qualities and professional development [64]; focusing classroom time on student learning [46]; empathy, fairness, happiness [30]; sociability in communication, the display of friendliness, open-mindedness, tactfulness, supportiveness, respect and humor [35]; utilization of contemporary technologies and new methods of teaching [56]; being objective [9].…”

Section: Teacher Effectivenessmentioning

confidence: 99%

The Unblocking Leadership for Effectiveness of Teachers as Knowledge Staff: A Theoretical Framework for School Management

Ozmusul¹

2015

ujer

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When investigating the literature, it seems that little attention has been paid to what kind of leadership is needed for improving teacher effectiveness in terms of focusing on the obstacles that teachers face. Therefore, this study aims mainly to explore the obstacles that hinder the teachers when they do best in terms of receiving autonomy, becoming innovative, continually teaching and learning, focusing on educational quality, committing to the organization; and what kind of leadership can be performed to cope with the obstacles. On the basis of the qualitative approach, this study was conducted through two focus groups with 24 prospective students and the content analysis of the open questionnaires answered by 14 teacher participants. At the end of the study, the author of this study developed a practical and thematic leadership model for unblocking the obstacles for effectiveness of teachers. Based on this process, the model suggested that unblocking leaders should make teachers innovative and autonomous, create continually teaching and learning culture, focus on educational quality, and approach to increase organizational commitment of teachers.

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Preschool teachers' language use during dramatic play

Cited by 19 publications

References 32 publications

Children’s Responses to Different Types of Teacher Involvement During Free Play

Children’s Responses to Different Types of Teacher Involvement During Free Play

Cognition application in preschool teaching and learning through communication component in national standard preschool curriculum

The Unblocking Leadership for Effectiveness of Teachers as Knowledge Staff: A Theoretical Framework for School Management

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