The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play
| Main Author: | |
|---|---|
| Language: | English |
| Published: |
University of Cincinnati / OhioLINK
2009
|
| Subjects: | |
| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242958645 |
| id |
ndltd-OhioLink-oai-etd.ohiolink.edu-ucin1242958645 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-OhioLink-oai-etd.ohiolink.edu-ucin12429586452021-08-03T06:13:23Z The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play Combs, Sandra G. Inservice Training Preschool Education Speech Therapy Teacher Children SLPs Language vocabulary taping open-ended questions The goal of preschool is to prepare children for later schooling. In the case of Head Start, the goal is, more specifically, to prepare children at-risk for later language and academic difficulties due to poverty for school. Children with strong language skills enter school able to handle the input from teachers and are more likely to do well in school. The quality of language interactions a teacher and child have in preschool is important to Head Start children. Teachers can have a positive impact on the language development of preschool children, thereby increasing these children’s chances of later academic success. One possible means of supporting children in Head Start is supporting teachers in development and use of effective language enhancement strategies. Speech-language pathologists (SLPs) have knowledge of effective strategies for increasing the language skills of young children. It would therefore be helpful for SLPs to collaborate in trainings with teachers in Head Start. This project was a quasi-experimental study of an SLP professional development program involving teachers, children and two SLPs in two urban Head Start centers. This study examined the changes in teachers’ use of language enhancement strategies following ongoing, in class information sharing and modeling by an SLP during play in the dramatic play center. This study also examined the subsequent changes in the language of specific children in these classrooms following their teachers’ participation in the program. The specific aims were to determine: 1) if teachers’ use of language enhancement strategies during play in a dramatic play center increased immediately following ongoing, information sharing and modeling by an SLP, 2) if teachers continued to used the strategies longitudinally, 3) if there was a difference between the number of strategies use by the experimental group and control group at baseline and final taping, 4) if children’s language complexity changed as a result of changes in their teachers’ language use, and 5) if there was a difference between the language complexity of the children in the experimental group and control group at baseline and final taping. The results of this study indicated that teachers significantly increased the number of open-ended questions and expansions/extensions immediately following information sharing and modeling by the SLP. The teachers did not significantly increase the number of targeted and specific vocabulary they used immediately following the modeling by the SLP. The teachers did not demonstrate maintenance of changes for either variable at final follow-up taping. The children’s language complexity was not significantly different on any of the measures throughout the project. One of the implications of this project is that SLPs may consider using short informational meetings and modeling of specific targeted language strategies as a means of supporting teachers in providing a language rich classroom. 2009-07-21 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242958645 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242958645 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Inservice Training Preschool Education Speech Therapy Teacher Children SLPs Language vocabulary taping open-ended questions |
| spellingShingle |
Inservice Training Preschool Education Speech Therapy Teacher Children SLPs Language vocabulary taping open-ended questions Combs, Sandra G. The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| author |
Combs, Sandra G. |
| author_facet |
Combs, Sandra G. |
| author_sort |
Combs, Sandra G. |
| title |
The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| title_short |
The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| title_full |
The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| title_fullStr |
The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| title_full_unstemmed |
The Effects of Information Sharing and Modeling on Teacher Talk and Children's Language During Dramatic Play |
| title_sort |
effects of information sharing and modeling on teacher talk and children's language during dramatic play |
| publisher |
University of Cincinnati / OhioLINK |
| publishDate |
2009 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242958645 |
| work_keys_str_mv |
AT combssandrag theeffectsofinformationsharingandmodelingonteachertalkandchildrenslanguageduringdramaticplay AT combssandrag effectsofinformationsharingandmodelingonteachertalkandchildrenslanguageduringdramaticplay |
| _version_ |
1719432981016215552 |