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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