NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132328
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 121
ISBN: N/A
ISSN: ISSN-0300-4430
Talking the Talk: Translating Research to Practice
Grifenhagen, Jill F.; Barnes, Erica M.; Collins, Molly F.; Dickinson, David K.
Early Child Development and Care, v187 n3-4 p509-526 2017
Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement, enacting the findings of research is of paramount importance. Here, we review current research, identifying factors that support early language development and practices, settings, and materials in early childhood classrooms that are associated with language development. We present findings from our studies and those of others that indicate the pitfalls and promises of past and current instructional practices. Finally, we pose a call to action for researchers and practitioners to improve the quality of children's language experiences in early childhood classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110128; R324E060088A