Conversation Stations: Promoting Language Development in Young Children

Bond, Mary Alice; Wasik, Barbara A.

doi:10.1007/s10643-009-0310-7

Cited by 52 publications

(44 citation statements)

References 13 publications

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“…In recent years, many early childhood researchers (Jacobs 2001;Piker and Rex 2008;Bond and Wasik 2009) have acknowledged the importance of providing early childhood professionals with experiences and skills for providing scaffolding, thereby supporting children's first and/or second language development. Nevertheless, relatively little is known regarding preschool teachers' use of specific scaffolds (Pentimonti and Justice 2010).…”

Section: Languaging In a Mainstream Preschool: Concluding Discussionmentioning

confidence: 99%

Picking up the threads. Languaging in a Swedish mainstream preschool

Puskás

2016

Early Years

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This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language. The basic assumption in this paper is that knowledge is scaffolded in talk between teachers and children. Several scaffolding strategies are identified such as guessing, qualified guessing, interactive scaffolding and co-construction of meaning. The analysis shows that successful languaging assumes a high level of trust between the children and their teachers and that it is essential that the teachers can identify each child's zone of proximal development. Some educational implications and dilemmas are identified on the basis of the results.

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Section: Languaging In a Mainstream Preschool: Concluding Discussionmentioning

confidence: 99%

Picking up the threads. Languaging in a Swedish mainstream preschool

Puskás

2016

Early Years

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“…Young children will need a fairly extensive vocabulary before they enter formal schooling in order to successfully learn to read (Neuman et al 2008). Although story time programming varies between libraries, reading aloud, a mainstay of any story time, exposes young children to new vocabulary not typically encountered in everyday conversation (Bond and Wasik 2009) and provides them with opportunities to develop listening and other skills necessary for success in school.…”

Section: Discussionmentioning

confidence: 99%

“…Children participate in receptive and expressive communication while spending time with an adult and, oftentimes, other children. Increased opportunities such as these for children to talk and receive feedback help increase vocabulary and knowledge about the syntax and semantics of language (Bond 2009) and ultimately positively impact reading achievement (First Things First 2010).…”

Section: Discussionmentioning

confidence: 99%

24 Hours in the Children’s Section: An Observational Study at the Public Library

Becker

2011

Early Childhood Educ J

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The purpose of this study was to explore patronage and usage of the children's section of a public library. Patrons of the children's section of a public library in a small Northern Arizona city were observed for a total of 24 h over 12 sessions. Analytic induction was used to formulate categories based on field notes made during these observations. An observation of a story time session was also conducted. Data from an interview with a librarian was triangulated with observational data. In terms of patronage, the clear majority of parents/adult caregivers accompanying a child or children to the children's section were observed to be female and speaking English. In terms of usage, the following three categories of early learning were identified from the data: early literacy learning; learning how to use a library; and other developmentally appropriate learning. Study results offer insight into both the role of females in the intergenerational transmission of literacy and the rich learning young children experience at the library. At a time of library cutbacks and closures across the United States, this study speaks to the continued relevance of the children's section of the public library in providing free early learning experiences during the pivotal birth to five age range.

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“…Instead, they typically give directions or ask children questions that require only a one-or two-word response (Zucker, Justice, Piasta, & Kaderavek, 2010). And, unfortunately, changing how teachers talk with children is difficult (Bond & Wasik, 2009). Teachers have to consciously examine the ways in which they interact with their young learners and monitor their talk.…”

Section: Teacher Talk Strategiesmentioning

confidence: 99%

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

Vukelich¹

2015

Pac Early Child Educ Res Assoc

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Much is known about the skills that young children need to be successful readers. The literature identifies two kinds of skills that are key to young children's language and literacy development: meaning-related skills and code-related skills. This article focuses on one of these key skills: meaningrelated skills. It provides an overview of what is known about the importance of young children's language development to children's success as readers and describes several evidence-based instructional strategies (strategies that researchers have shown to have a positive impact on children's language learning) that early childhood teachers should use to support children's language development.By using the described strategies, early childhood educators can ensure that their teaching is in harmony with current research findings and that they are providing their young learners with the very best meaning-related skill instruction known today.

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Conversation Stations: Promoting Language Development in Young Children

Cited by 52 publications

References 13 publications

Picking up the threads. Languaging in a Swedish mainstream preschool

Picking up the threads. Languaging in a Swedish mainstream preschool

24 Hours in the Children’s Section: An Observational Study at the Public Library

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

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