Working with pre-school practitioners to improve interactions

Ahsam, Suki; Shepherd, Julie K.; Warren-Adamson, Christopher

doi:10.1191/0265659006ct303oa

Cited by 6 publications

(11 citation statements)

References 3 publications

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“…The results by Girolametto et al (2003) show the significant effects of the program ''Learning Language and Loving It-The Hanen Program for Early Childhood Educators'' on the LSP of educators. Other programs targeting educators also report significant improvements in children's language skills, such as the Language-Focused Curriculum (Justice et al 2008b) and the Speech and Language Training for Preschool Practitioners (Ahsam et al 2006). Those results underscore the importance of integrating specific language training into ECE training.…”

Section: Itemsmentioning

confidence: 88%

“…Girolametto et al (2003) make the distinction that educators with specialized language training are more likely to use responsiveness in their interactions with children-such as listening and responding to initiatives-than educators without such training, who tend to use more directiveness in their interactions with children. Caregiver responsiveness is associated with better language skills in children (Ahsam et al 2006;Girolametto et al 2003;Tennant et al 1988). By following the children's lead, educators can build on their interests and capture their attention, which encourages children to enjoy the process and to want to communicate more.…”

Section: Promoting Language Skills In Childrenmentioning

confidence: 99%

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Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

Bouchard

Bigras

Cantin

et al. 2009

Early Childhood Educ J

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The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-yearold children attending early childhood education centers in Québec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success.

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Section: Itemsmentioning

confidence: 88%

Section: Promoting Language Skills In Childrenmentioning

confidence: 99%

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

Bouchard

Bigras

Cantin

et al. 2009

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…One study (Ahsam et al, 2006) had to be excluded because it did not give enough information to enable us to calculate an effect size, even though the study satisfied all other inclusion criteria. This study reported a significant effect of a training program on children's interaction and communication skills.…”

Section: E X T R Ac T I N G An D C Al C U L At I N G E F F E C T S Imentioning

confidence: 99%

Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies

Jensen

Rasmussen

2018

Scandinavian Journal of Educational Research

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Short summary: This study reviews the European evidence on the impact of professional development (PD) of pre-school educators on child outcomes. A meta-analysis is used to investigate how PD of pre-school educators affects child outcomes. The studies included in the meta-analysis all concern PD in formal pre-school centers in Europe, and focus is on effects directly on child outcomes. Thus, potential effects of PD on the pre-school educators' skills, beliefs, attitudes and work conditions are not investigated. The geographical restriction excludes the wide range of studies from the US, but these studies still form the base for comparison of the estimated effect sizes. The range of relevant European studies is quite small, but despite the small number of studies included, our results show a significantly positive effect of PD on child outcomes. We find an overall effect size of 0.35 (with a 95 % confidence interval from 0.20 to 0.51).

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“…Training in child language development is clearly necessary in order to meet the educational needs of ECEs (Lanigan, 2011). Ahsam et al (2006) developed a 12-week onsite training package for ECEs, whereby a speech-language pathologist (SLP) or SLP assistant attended the childhood setting for one session per week. The ECE initially observed the SLP modelling language activities in small groups then ran the activity, and received feedback from the SLP.…”

Section: Introductionmentioning

confidence: 99%

Impacts of an in-service education program on promoting language development in young children: A pilot study with early childhood educators

Scarinci

Rose

Pee

et al. 2014

Child Language Teaching and Therapy

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Early childhood educators (ECEs) play an important role in fostering language development in young children. In-service education, led by speech-language pathologists (SLPs), has a potential role in educating ECEs about language development. In this pilot study, 42 ECEs attended an in-service education program and completed pre- and post-questionnaires to explore their perceptions of the impact of the in-service on their knowledge of child language development and language-promoting strategies and their confidence in this knowledge. To explore ECEs’ actual use of strategies, five ECEs also participated in pre- and post-video recordings of their interactions with children. ECEs’ knowledge of language development and language-promoting strategies increased post-program. Confidence in this knowledge and awareness of their roles also increased. Although not statistically significant, video recordings captured an overall increase in ECEs use of seven of the eleven rated language-promoting strategies. This pilot study has highlighted potential benefits of SLP-led education programs for ECEs, which is promising given the important role of ECEs in facilitating child language development.

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Working with pre-school practitioners to improve interactions

Cited by 6 publications

References 3 publications

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies

Impacts of an in-service education program on promoting language development in young children: A pilot study with early childhood educators

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