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ERIC Number: EJ1204279
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0957-5146
Infant Educators' Beliefs about Infant Language Development in Long Day Care Settings
Degotardi, Sheila; Gill, Amy
Early Years: An International Journal of Research and Development, v39 n1 p97-113 2019
This study examined infant educators' beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising 'insider' practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators' perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support.
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:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia