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Supporting Children's Oral Language ...

Conyers, Keri.

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Supporting Children's Oral Language Development in the Infant-toddler Classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Supporting Children's Oral Language Development in the Infant-toddler Classroom./
Author:	Conyers, Keri.
Description:	38 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Language, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538510
ISBN:	9781303117473

Supporting Children's Oral Language Development in the Infant-toddler Classroom.
Conyers, Keri.

Supporting Children's Oral Language Development in the Infant-toddler Classroom. - 38 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.)--Mills College, 2013.

Children's oral language development in their early years is one of the main contributing factors affecting their overall academic achievement. It is essential that quality teacher-child interactions are present in the infant-toddler classrooms in order to support children's language development. The purpose of this study was to examine how oral language development is supported in the infant-toddler classroom and the strategies early childhood educators use to support that oral language. This study also examined teachers' beliefs about the role of oral language development in children's learning and the professional development opportunities that are available to support teachers in learning about developmentally appropriate strategies to support oral language development in infant-toddler classrooms. Data were collected through interviews of three teachers and one director in three different preschools in the California Bay Area. The results of this qualitative study revealed four main themes that corresponded to the research questions: Strategies used to support oral language development, beliefs about the role of language development, professional development opportunities, and future education goals of the educators. Through analysis of those themes two new questions emerged 1.) Is it the education, experience, or a combination of both that helps teachers in their endeavors to create classrooms that foster an environment that supports oral language development and, 2.) What does professional development really mean and how does it look in different educational settings?

ISBN: 9781303117473Subjects--Topical Terms:

1018089
Language, General.

Supporting Children's Oral Language Development in the Infant-toddler Classroom.
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100 1 $a Conyers, Keri. $3 2103627
245 1 0 $a Supporting Children's Oral Language Development in the Infant-toddler Classroom.
300 $a 38 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Linda R. Kroll.
502 $a Thesis (M.A.)--Mills College, 2013.
520 $a Children's oral language development in their early years is one of the main contributing factors affecting their overall academic achievement. It is essential that quality teacher-child interactions are present in the infant-toddler classrooms in order to support children's language development. The purpose of this study was to examine how oral language development is supported in the infant-toddler classroom and the strategies early childhood educators use to support that oral language. This study also examined teachers' beliefs about the role of oral language development in children's learning and the professional development opportunities that are available to support teachers in learning about developmentally appropriate strategies to support oral language development in infant-toddler classrooms. Data were collected through interviews of three teachers and one director in three different preschools in the California Bay Area. The results of this qualitative study revealed four main themes that corresponded to the research questions: Strategies used to support oral language development, beliefs about the role of language development, professional development opportunities, and future education goals of the educators. Through analysis of those themes two new questions emerged 1.) Is it the education, experience, or a combination of both that helps teachers in their endeavors to create classrooms that foster an environment that supports oral language development and, 2.) What does professional development really mean and how does it look in different educational settings?
520 $a Keywords: language development, oral language, infant-toddler children, teacher education, professional development, teacher-child interaction&dot;
590 $a School code: 1069.
650 4 $a Language, General. $3 1018089
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Elementary. $3 516171
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710 2 $a Mills College. $b Education. $3 1026254
773 0 $t Masters Abstracts International $g 51-06(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538510