ERIC Number: ED316322
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Improving the Language of Day Care Teachers Through On-Site Support.
A day care program director designed and implemented a practicum to improve the skills of day care teachers who were not effectively fostering language development in their classrooms. Classroom observations revealed that children attending the centers seldom asked or answered questions, used few complex sentences, and only rarely used language playfully. Although teachers usually responded to children's needs for attention and information, the language they directed to children was characterized by a large number of commands. Virtually no use of such techniques as extention and expansions was found. Practicum goals were to identify, develop, and implement program activities and practices that improved the over-all quality of the language environment. Intervention efforts focused on promoting language-enriched experiences for children, on-site support to teachers, recording of teacher-child conversations, and group learning activities for teachers. At the end of the intervention, classroom discourse had improved significantly, but teachers' use of nurturing language improved only slightly. The use of enriched activities that stimulate language increased. All teachers at the end of the practicum showed evidence of a greater capacity to integrate and apply the knowledge and skills that support a positive language environment. Fifty references are cited and related materials are appended, including instruments, data, and forms for teachers. (RH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.