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ERIC Number: ED447942
Record Type: RIE
Publication Date: 2000-Jun
Reference Count: N/A
A Varied Social Experience for Children with Diverse Language and Ability.
Couse, Leslie J.; Clawson, Mellisa A.
Previous studies have provided evidence that the early childhood language environment, especially teacher language, is an important influence on children's social, cognitive, and linguistic development. This study compared preschool teachers' verbal interaction with children with disabilities, children using English as a second language, and typically-developing peers at an inclusive university-based preschool. Participating in the study were 43 girls and 48 boys ranging in age from 24 to 61 months. Twelve children had a diagnosed disability, and 14 used English as a second language (ESL), with no overlap between the groups. Data on rate and content of teacher-child interaction were collected during classroom observations. Findings indicated that teachers had significantly fewer transactional interactions, fewer expressive interactions, and less positive affect with ESL children than with English speaking children. The ESL children gained significantly fewer positive child responses than English speaking children. Teachers had significantly fewer one-way interactions with children with disabilities than with typical children. Children with disabilities ignored significantly fewer initiations than children without disabilities. It was concluded that language environments were different for children based upon their native language and the presence of a disability. (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Head Start National Research Conference (Washington, DC, June 28-July 1, 2000).