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首页> 外文期刊>Dyslexia >Going beyond defining: Preschool educators' use of knowledge in their pedagogical reasoning about vocabulary instruction
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Going beyond defining: Preschool educators' use of knowledge in their pedagogical reasoning about vocabulary instruction

机译：超越定义：学龄前教育者在他们对词汇教学的教学推理中使用知识

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>Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children's early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators' knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children's vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment‐to‐moment instruction in support of children's vocabulary development. Results indicate that educators were thinking in highly context‐specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research‐based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed.
机译： 之前的研究调查了幼儿系环境早期教育者的知识以及早期儿童环境中存在的词汇发展，表明，教育者知识和制定的实践都小于最佳的，这对儿童早期词汇学习和以后的阅读有严重影响成就。此外，教育者知识与实践之间的关系的性质尚不清楚，使得难以辨别改善知识，实践和儿童词汇成果的最佳途径。本研究的目的是通过使用刺激的召回访谈和接地的方法来审查10个学龄前教育者如何利用他们的知识来对孩子的词汇发展提供决策来增加现有的文献。结果表明，教育工作者以高度情调的方式思考他们的目标和对词汇学习的战略，考虑到他们的教学历史与儿童和儿童本身的重要知识，以便在此刻告知他们的决策。此外，他们报告思考基于研究的目标和策略，以支持词汇学习，超越简单地为孩子界定单词。讨论了对研究和专业发展的影响。

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