Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading
Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading
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启蒙课堂中的语言发展子情境：教师在自由玩耍、进餐和读书时说话的独特模式
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Sukhdeep Gill
中科院分区：
文献类型：
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作者：
Scott D. Gest;Rebecca Holland;Janet A. Welsh;D. Eicher;Sukhdeep Gill
研究成果。通过观察教师在自由游戏、用餐时间和读书时的儿童指导对话，研究了20个启蒙课堂中的语言发展亚语境。在每种语境中，观察者对所有儿童指导的陈述、指令和问题进行编码，记录假装谈话和去语境化谈话的实例，并对教师谈话的丰富性和敏感度进行评级。儿童指导谈话的比率在不同的情境中是相似的，但教师话语的挑战性特征在不同的情境中有很大的不同：假装的谈话几乎完全发生在自由游戏期间，去语境化的谈话在用餐时间最常见，而丰富度的评分在读书期间最高。更高的假装谈话和去语境化谈话的比率以及更高的丰富度评级与更高的敏感性-反应性评级相关。领导教师和助理教师的儿童指导谈话的比率没有可靠的差异。对实践的影响。专业发展的努力可能集中在帮助Head Start教师在不同的课堂环境中认识到不同类型的挑战性谈话的自然机会。在大多数课堂上，鼓励教师参与更多针对儿童的谈话，几乎不会降低敏感反应的照看质量。助理教师在Head Start课堂语言环境中发挥着重要作用，应纳入以儿童语言技能为重点的专业发展活动。
Research findings. Language development subcontexts within 20 Head Start classrooms were studied by observing teachers' child-directed talk during free play, mealtime, and book reading. In each context, observers coded all child-directed statements, directives, and questions, noted instances of pretend talk and decontextualized talk, and rated the richness and sensitivity-responsiveness of teachers' talk. Rates of child-directed talk were similar across contexts, but the challenging features of teachers' talk varied substantially across contexts: pretend talk occurred almost exclusively during free play, decontextualized talk was most common during mealtime, and ratings of richness were greatest during book reading. Higher rates of pretend talk and decontextualized talk and higher ratings of richness were associated with higher ratings of sensitivity-responsiveness. Rates of child-directed talk did not differ reliably for Lead Teachers and Assistant Teachers. Implications for practice. Professional development efforts may focus productively on helping Head Start teachers to recognize natural opportunities for different types of challenging talk in different classroom contexts. In the majority of classrooms, encouraging teachers to engage in more child-directed talk carries little risk of reducing the quality of sensitive-responsive caregiving. Assistant Teachers play a major role in Head Start classroom language environments and should be included in professional development activities focused on children's language skills.
影响因子：
4.6
作者：
Hoff, E
通讯作者：
Hoff, E