Linguistic environment of preschool classrooms
What dimensions support children’s language growth
Datos Bibliográficos
| ID | 12136233 |
|---|---|
| Autores | Laura M Justice (0000-0002-0580-0280, The Ohio State University), Hui Jiang (0000-0001-8393-8368, The Ohio State University, autor de correspondencia), Katherine Strasser (0000-0003-2364-6798, Pontificia Universidad Católica de Chile) |
| Año | 2017 |
| Volumen | 42 |
| Páginas | 79-92 |
| Fecha de publicación | 2017-09-12 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2017.09.003 |
| OpenAlex | W2755308410 |
| Idioma | EN |
| Citas recibidas | 87 |
| Referencias citadas | 54 |
Developmental psychology · Early childhood · Early childhood education · Grammar · Language acquisition · Language development · Linguistics · Mathematics education · Vocabulary · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development
The role of teacher gaze in speaking turns during interactive book reading
Early Intervention Providers’ Perceptions of Implementing Naturalistic Language Intervention
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions
Exploring teacher language use and early literacy achievement
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
Effect of Mediated Learning in Teacher-Child Interactions in Urban and Rural Primary School Classrooms
Práticas de Leituras Compartilhadas em Tempos de Pandemia
Diseño y validación del Cuestionario Socio-familiar de los Dominios de Alfabetización Emergentes en estudiantes de enseñanza pre-escolar chilenos
Analyse des retombées intermédiaires d’un dispositif de développement professionnel sur le soutien du développement langagier en centre de la petite enfance
Relations entre la qualité des interactions enseignante-enfants et le développement du raisonnement spatial des enfants de maternelle quatre ans à temps plein en milieu défavorisé
Consistency and inconsistency in learning experiences across the early grades
Changes in Support Intervention Practices in Mathematics for 5-Year-Old Preschool Education
Dialoge und Sprachlehrstrategien
Little voices, rising conversations
Ecec quality matters for boys
Identifying Levers for Improvement
Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes
Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms
Questions that Fuel the Mind
Rhymes and Relatability
Examining Children’s Engagement in Science in the Preschool Classroom
Purposes, Places, and Participants
The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom
How Do Early Childhood Education Teachers Support Language? Frequency and Variation in Practices Across Activities
Stories beyond Books
The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers
How teachers emphasize their speech
A teacher’s distribution of attention and interaction opportunities in early childhood education
Impact of language-training programs on French educators’ interactions and child syntax development
Kia Tīmata Pai Video Project
Music-based teaching strategies
Leveraging natural language processing to deepen understanding of parent–child interaction processes and language development
Pedagogical conditions for the formation of senior preschool children’s foreign language competence
Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language
Early social communication development in infants with autism spectrum disorder
Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families
Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning
Mealtimes in Head Start pre-k classrooms
Universal strategies for the improvement of expressive language skills in the primary classroom
Classroom conversations
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
From indoor and outdoor environment to language achievement
Does ‘seeing’ a child influence teacher talk? Studying the linguistic complexity of teacher interactions in linguistically heterogeneous groups
Association between speech production and Ecec intensity
Peer effects in small-group language instruction
Home literacy environment and Chinese Children’s second language development
Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading
Piecing together the puzzle
Pratiques déclarées d’enseignantes et d’enseignants à l’éducation préscolaire cinq ans en matière de soutien au développement langagier des enfants
Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en Belgique
Unpacking the language teaching belief-practice alignment among preschool teachers serving children from low-SES backgrounds
Early childhood education teachers' professional vision of language-stimulating interactions
Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling
Sustainable early literacy outcomes for young children of poverty
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
Preschool Teachers’ Child-Directed Talk
Language choice and code-switching in bilingual children’s interaction under multilingual contexts
Associations between Early Childhood Education and Care (Ecec) attendance, adversity and language outcomes of 2-year-olds
Teacher language quality in preschool classrooms
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Investigating children's interactions in preschool classrooms
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Examining individual children's peer engagement in pre-kindergarten classrooms
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
Relating early care and education quality to preschool outcomes
Comparison of measurement systems for collecting teacher language data in early childhood settings
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
Instructional alignment is associated with PreK persistence
Academic gains in kindergarten related to eight classroom practices
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
First do no harm
Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
A meta-analysis of teacher language practices in early childhood classrooms
Learning experiences vary across young children in the same classroom
The Conversation Compass Communication Screener-Revised
Text to talk
ECE quality indicators and child outcomes
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Classroom verbal interactions and play behaviors in head start
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
UAE Bilingual children’s early linguistic environments
Beyond the null effect
What children get overlooked? The distribution of teachers’ attention in early childhood education
Pre-kindergarten classroom experiences and child outcomes through first grade
Predicting Chinese Preschoolers' Acquisition of Aspect Markers
Missing Data
Latent Curve Analysis
Rule Learning by Seven-Month-Old Infants
Maternal Responsiveness and Children's Achievement of Language Milestones
Teaching by Listening
The Specificity of Environmental Influence
Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers
Preschool Center Quality and School Readiness
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Why Is Infant Language Learning Facilitated by Parental Responsiveness?
Beyond the pages of a book
How Children Use Input to Acquire a Lexicon
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
Language input and child syntax
Effects of an early literacy professional development intervention on head start teachers and children.
Exploratory Structural Equation Modeling
Sufficient Sample Sizes for Multilevel Modeling
Statistical Language Learning
An Overview of Analytic Rotation in Exploratory Factor Analysis
From Syllables to Syntax
Building support for language and early literacy in preschool classrooms through in-service professional development
Improving teacher-child interactions
Unpacking intervention effects
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
Conceptualization of readiness and the content of early learning standards
Teacher–child conversations in preschool classrooms
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs
Implementation fidelity of MyTeachingPartner literacy and language activities
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Responsive parenting
Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary
A Course on Effective Teacher-Child Interactions
The detailed age trajectory of oral vocabulary knowledge
| Obras citantes distintas | 87 |
|---|---|
| Citas por año | 10,88 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 87 |