Language Development in Early Childhood : Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00121931" target="_blank" >RIV/00216224:14230/21:00121931 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2021.649680/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2021.649680/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/fpsyg.2021.649680" target="_blank" >10.3389/fpsyg.2021.649680</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Language Development in Early Childhood : Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency
Popis výsledku v původním jazyce
High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children’s early language and cognitive development in international scholarships. Little is known, however, about the longitudinal effects of children’s receptive vocabularies in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children’s subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children’s vocabulary competency from K2 (T1) to K3 (T2) at preschools. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children’s language and literacy learning and development. Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers’ professional development are also discussed.
Název v anglickém jazyce
Language Development in Early Childhood : Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency
Popis výsledku anglicky
High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children’s early language and cognitive development in international scholarships. Little is known, however, about the longitudinal effects of children’s receptive vocabularies in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children’s subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children’s vocabulary competency from K2 (T1) to K3 (T2) at preschools. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children’s language and literacy learning and development. Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers’ professional development are also discussed.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50100 - Psychology and cognitive sciences
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Frontiers in Psychology
ISSN
1664-1078
e-ISSN
—
Svazek periodika
12
Číslo periodika v rámci svazku
July
Stát vydavatele periodika
CH - Švýcarská konfederace
Počet stran výsledku
12
Strana od-do
1-12
Kód UT WoS článku
000678709100001
EID výsledku v databázi Scopus
2-s2.0-85111580358