“…Another point to highlight is that, according to further observations, nearly all teacher-managed activities were carried out in whole-group settings, despite the fact that in the classrooms working with the education program frequent small-group work belonged to the prescribed activities (De Haan et al, 2011). Presumably, the whole-group setting limits interaction opportunities and may therefore be less effective in stimulating development (Powell, Burchinal, File, & Kontos, 2008).…”
Section: Discussionmentioning
confidence: 96%
“…The reasons why teachers on average spent so little time on literacy and math activities are not immediately clear. Further observations revealed that both in preschool and kindergarten much time was lost to transition activities such as gathering material to start an activity, tidying up after an activity, and awaiting one's turn when choosing an activity on a plan board (De Haan, Elbers, & Leseman, 2011). Furthermore, much time was involved in doing daily care routines such as eating snacks.…”
“…Another point to highlight is that, according to further observations, nearly all teacher-managed activities were carried out in whole-group settings, despite the fact that in the classrooms working with the education program frequent small-group work belonged to the prescribed activities (De Haan et al, 2011). Presumably, the whole-group setting limits interaction opportunities and may therefore be less effective in stimulating development (Powell, Burchinal, File, & Kontos, 2008).…”
Section: Discussionmentioning
confidence: 96%
“…The reasons why teachers on average spent so little time on literacy and math activities are not immediately clear. Further observations revealed that both in preschool and kindergarten much time was lost to transition activities such as gathering material to start an activity, tidying up after an activity, and awaiting one's turn when choosing an activity on a plan board (De Haan, Elbers, & Leseman, 2011). Furthermore, much time was involved in doing daily care routines such as eating snacks.…”
“…Teacher‐managed oral language and literacy activities, such as sharing time, “book reading, storytelling, language games…rhyming, introducing and explaining new words” (de Haan et al., , p. 48), are the most effective way for 4‐year‐olds to learn academic language. In contrast, kindergartners showed gains with child‐managed literacy activities such as independent reading and writing (de Haan et al., ). In preschool, this can happen during sharing time.…”
Section: Five Strategies For Teaching Academic Languagementioning
confidence: 99%
“…Teachers directly and indirectly contribute to children's academic language through their own discourse in the classroom (de Haan, Elbers, & Leseman, 2014). Dickinson, Hofer, Barnes, and Grifenhagen (2014) found that Head Start teachers' use of vocabulary, complex syntax, diverse concepts, and a number of words about books was a key factor in children's language learning in schools, but preschool teachers need to be deliberate in scaffolding, modeling, and supporting oral academic language for young children.…”
Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field‐based data into classroom practice.
“…The children showed high task performance as well as positive emotions and affect at the end of the test (Anders, 2014). Teacher-managed activities had a positive effect on the development of language, literacy and mathematical skills in preschool children (De Haan, Elbers and Leseman, 2014). Children showed relatively low results in motivation measures (dependency on adults, self-esteem, beliefs in the success of their own accomplishments) (Stipek, Feiler, Daniels et al, 1995).…”
Section: Models Of Teacher-child Interactionmentioning
It is well-known that communication is the main source and necessity of human development and activity. It promotes social relationships, self-image and a wide range of cognitive and non-cognitive skills. Preschoolers communicate both with their peers and adults. It is traditionally assumed that peer communication greatly depends on the teacher-child interaction, leading role of the adult, and the child's own activity, which are the main elements of the Russian preprimary education system.Changes in social situations, reductions in available play time, greater engagement of children in activities and many other factors can affect modern preschoolers' peer communication. Therefore, the effect of teacher-directed and child-directed teacherchild interactions on preschoolers' peer communication important to study.The following methods were applied: peer-communication observation, the behavioral tests 'Magic room' and 'Mosaic' , and the sociometric procedure 'Two houses' . The sample included 49 Moscow preprimary students aged 4 to 6 year old (25 girls and 24 boys).The research proved that preschoolers showed better results in child-directed interactions, such as playing skills, compared with a similar situation in which the children were directed by the teachers. Additionally, the level of proactiveness, communication success, conflict resolution, prosocial behavior and emotional response to peer influence did not differ among children.Thus, the child-directed approach is more beneficial to preschoolers' communication development than a teacher-directed approach.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
