Talking the talk: translating research to practice

Grifenhagen, Jill F.; Barnes, Erica M.; Collins, Molly F.; Dickinson, David K.

doi:10.1080/03004430.2016.1246444

Cited by 12 publications

(12 citation statements)

References 80 publications

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“…For instance, Yu and colleagues [14] found that the critical characteristic of parents’ responsivity that boosts young children’s word learning is the temporal window between children’s sustained attention to the named object and hearing the object’s label: in successful naming events, parents provide the label as soon as child attend to the named object. In early educational settings, one defining feature of high-quality instruction is extended teacher-child conversations, which comprises multiple turns [39]. Extended conversations sustain children’s attention on a topic and facilitate opportunities for teachers to use new and semantically related words [21].…”

Section: Discussionmentioning

confidence: 99%

The preschool classroom linguistic environment: Children’s first-person experiences

Chaparro-Moreno

Justice

Logan³

et al. 2019

PLoS ONE

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The linguistic environment of the classroom is influential to young children’s language development. To date, however, literature on the linguistic environment of child-care centers has largely examined teacher practices or children’s aggregate environment, overlooking the child’s first-person experiences and differentiated experiences within the classroom. In this study we used a new method in the educational setting that captures the learner’s perspective: head-mounted cameras. Thirteen children in one preschool classroom wore a head-mounted camera to capture their first-person experiences in one morning session, including interactions with others and the features of the child-directed speech (CDS) addressed to them. Results revealed that, from children’s personal view, the linguistic environment of the classroom is more dynamic from what previous studies have reported. Children interacted for longer with their teachers than their peers and heard more CDS from them, but for some children peers served as an additional source of language. Further, our analysis highlighted within-classroom variability in language experiences in terms of the properties of the CDS addressed to target children and how they were exposed to this input over time. Results are discussed with respect to peer influence on children’s learning, heterogeneity in learning opportunities in classrooms, and the variability of the linguistic environment over time.

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Section: Discussionmentioning

confidence: 99%

The preschool classroom linguistic environment: Children’s first-person experiences

Chaparro-Moreno

Justice

Logan³

et al. 2019

PLoS ONE

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“…Shared reading provides opportunities for back-and-forth exchanges in which teachers and children can move beyond the immediate conversational context. This type of extended conversation about nonimmediate or inferential topics is known to be especially powerful for facilitating language growth, as such conversations require children to explicitly use their lexical and syntactic knowledge to build a linguistic structure (Grifenhagen et al, 2017). Dickinson (2001) revealed that participation in cognitively challenging and nonimmediate conversations in preschool is associated with higher vocabulary scores.…”

Section: Shared Readingmentioning

confidence: 99%

“…Substantial evidence has accumulated in the literature that points to specific classroom support practices that are particularly beneficial to children's language development during the preschool years. These practices include exposing children to sophisticated vocabulary and complex syntax, providing meaningful contextual support for new words, engaging children in repeated interactive shared reading, and having extended conversations about engaging topics (Grifenhagen et al, 2017). Shared reading exposes children to information and vocabulary beyond their everyday experiences.…”

Section: Introductionmentioning

confidence: 99%

Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool

Kucherenko

Rydland

Grøver

2022

Early Education and Development

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Research Findings: This study used sequential analysis to investigate teachers' use of literal and inferential questions and their relation to children's responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3-5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order literal to higher-order inferential levels. Sequential analysis was employed to examine in which ways dual-language learners aligned their responses with the level of the preschool teachers' questions. We found that teacher questions were highly likely to elicit child responses on the same level, with higher-order inferential questions consistently followed by higher-order inferential child responses. Practice or Policy: The results suggest that preschool teachers can use not only literal but also more challenging inferential questions with dual-language learners and in this way, actively engage them in complex inferential talk during shared reading.

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“…Firstly, studies on educator-child conversations suggest that particular communicative functions present different language learning experiences to young children (Cabell et al, 2011;Dickinson, Hofer, Barnes, & Grifenhagen, 2014;Dickinson & Smith, 1991; Grigenhagen, Barnes, Collins, & Dickinson, 2017). For example, educators' use of directive language tends to dominate turn taking and inhibit children's verbal responsiveness, while informational exchanges tend to encourage children's talkativeness and lexical diversity (Girolatmetto, Weitzman, Lieshout, & Duff, 2000).…”

Section: The Present Studymentioning

confidence: 99%

Reasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators’ Qualifications and Communicative Function

Degotardi

Torr

et al. 2019

Early Education and Development

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Research Findings: This study examines the frequency of reasoning talk used by 56 educators during their naturally occurring play interactions with infants in their early childhood education and care (ECEC) centres. Using Hasan's semantic framework, reasons were coded as social (based on social rules) or logical (based on rules of nature). The communicative function of reasoning talk was coded as regulatory (when the reason served to regulate infants' behaviour) or non-regulatory. On average, educators' reasoning talk comprising only 4.43% of their total talk, with social reasoning used slightly more frequently than logical reasoning. Educators used significantly more social reasoning when regulating infants' behaviour, whereas logical reasoning occurred more frequently during nonregulatory interactions. Educators' qualification level explained individual differences. Bachelor-qualified educators used significantly more reasoning talk than lower-qualified educators, and this finding was explained by their more frequent use of both social and logical reasoning when regulating infants' behaviour. Practice or Policy: The study identifies reasoning talk as an important element of language environment quality in ECEC infant rooms, and highlights the learning potential of language used for different communicative purposes. Findings demonstrate that well-qualified educators appear well versed to capitalise on the educative potential of this type of talk.

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Talking the talk: translating research to practice

Cited by 12 publications

References 80 publications

The preschool classroom linguistic environment: Children’s first-person experiences

The preschool classroom linguistic environment: Children’s first-person experiences

Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool

Reasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators’ Qualifications and Communicative Function

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