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首页> 外文期刊>Frontiers in Psychology >Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development
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Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development

机译：教师教师关于语言支持策略：对幼儿语言发展的影响

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The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from N = 28 kindergarten groups in N = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with N = 281 children (mean age = 49.82 months, range = 33-66 months at T1, mixed SES) who were individually tested using objective tests on grammar, vocabulary and working memory before (T1) and after the FTT intervention (T2), and in a follow-up about one year after T1 (T3). After propensity matching was applied, multilevel models demonstrated that the children taught by the intervention group teachers made faster progress in their understanding of sentences, their application of morphological rules, and their memory for sentences when numerous covariates (child age, gender, behavioral self-regulation, multilingual upbringing, and family SES) were controlled. Results suggest that complex language processing abilities in young children can be promoted by a teacher-led intervention in early childhood education. Improved language skills will further all children's academic and social success in school.
机译：这种感觉思考（FTT）干预是设计的，因为幼儿早期似乎是培养小孩的语言技能的主要时间。这种干预涉及教学教师从n = 28次幼儿园群体中的德国幼儿园语言支持策略（LSS）在他们的照顾中与孩子们的日常对话中使用。在与N = 281名儿童（平均年龄= 49.82个月）中评估了FTT干预，在T1，= 33-66个月，混合SES）在语法，词汇表单上进行了单独测试的。和在FTT干预（T2）之前（T1）和在FTT干预之后的工作记忆，并在T1（T3）之后的后续后续。在应用倾向匹配后，多级模型表明，干预组教师教授的儿童在他们对句子的理解方面取得更快的进展，他们对众多协变量（儿童年龄，性别，行为自我 - 控制规则，多语言培养和家庭SES）。结果表明，幼儿中的复杂语言处理能力可以通过在幼儿教育的教师主导的干预中促进。改善的语言技能将进一步进一步所有儿童在学校的学术和社会成功。

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