NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938741
Record Type: Journal
Publication Date: 2011-Sep
Pages: 40
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1468-7984
A Formative Experiment to Enhance Teacher-Child Language Interactions in a Preschool Classroom
Bradley, Barbara A.; Reinking, David
Journal of Early Childhood Literacy, v11 n3 p362-401 Sep 2011
A formative experiment investigated how two strategies aimed at increasing the quality and quantity of language interactions could be integrated into a preschool classroom. Strategies for enriching language interactions were introduced during book sharing, semi-structured group activities, and mealtimes. Mixed methods revealed factors that enhanced, inhibited, or sometimes prevented the integration of enriching language interactions during the school day and accordingly what adaptations might be warranted. Specifically, data revealed increases in the quantity and quality of teacher-child interactions during book sharing and mealtimes, but not during semi-structured group activities. Implications are discussed for professional development, classroom practice, and how formative experiments reveal unique insights about preschool classrooms. (Contains 5 tables and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A