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Teacher and Child Verbal Behaviors d...

Newman, Katherine Mackay.

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Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms./
Author:	Newman, Katherine Mackay.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885260
ISBN:	9781088341889

Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms.
Newman, Katherine Mackay.

Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 156 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2019.

This item must not be sold to any third party vendors.

This dissertation study examined teacher and child verbal behaviors during guided play sessions that were designed to increase preschool children's knowledge of target vocabulary. Classroom videotapes that were gathered during an experimental evaluation of a vocabulary intervention were analyzed to identify the relationships between aspects of teacher language use and child verbal engagement and children's vocabulary growth. Several important findings emerged. First, children's overall verbal engagement, including contributions of semantic information about word meaning while using target words, was related to growth in both breadth and depth of vocabulary knowledge. In addition, independent and grammatically flexible use of words was related to depth gains. Second, entering vocabulary knowledge correlated with children's overall verbal engagement in guided play sessions. Children with higher entering vocabulary knowledge used more target vocabulary than children with lower knowledge, on average. Third, overall teacher use of words was associated with lower word learning gains. Total teacher word use was negatively associated with breadth of learning gains while teacher definitions was negatively associated with depth of learning gains. However, one aspect of teacher instruction, models of use that include implicit information about word meaning, was positively associated with gains on the depth assessment. Results from this study support the notion that playful early childhood activities like guided play, which allow for child agency and adult guidance around a predetermined learning goal, are promising contexts for eliciting child participation and verbal engagement with benefits for vocabulary learning.

ISBN: 9781088341889Subjects--Topical Terms:

518817
Early childhood education.

Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms.
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100 1 $a Newman, Katherine Mackay. $3 3542075
245 1 0 $a Teacher and Child Verbal Behaviors during Guided Play: An Exploration of Vocabulary Learning Mechanisms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 156 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
500 $a Advisor: Dickinson, David K.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation study examined teacher and child verbal behaviors during guided play sessions that were designed to increase preschool children's knowledge of target vocabulary. Classroom videotapes that were gathered during an experimental evaluation of a vocabulary intervention were analyzed to identify the relationships between aspects of teacher language use and child verbal engagement and children's vocabulary growth. Several important findings emerged. First, children's overall verbal engagement, including contributions of semantic information about word meaning while using target words, was related to growth in both breadth and depth of vocabulary knowledge. In addition, independent and grammatically flexible use of words was related to depth gains. Second, entering vocabulary knowledge correlated with children's overall verbal engagement in guided play sessions. Children with higher entering vocabulary knowledge used more target vocabulary than children with lower knowledge, on average. Third, overall teacher use of words was associated with lower word learning gains. Total teacher word use was negatively associated with breadth of learning gains while teacher definitions was negatively associated with depth of learning gains. However, one aspect of teacher instruction, models of use that include implicit information about word meaning, was positively associated with gains on the depth assessment. Results from this study support the notion that playful early childhood activities like guided play, which allow for child agency and adult guidance around a predetermined learning goal, are promising contexts for eliciting child participation and verbal engagement with benefits for vocabulary learning.
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