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Supporting language development in kindergarten. Evaluation of an approach focused on fostering teacher-child- interactions

支持幼儿园的语言发展。

基本信息

批准号：
252333091
负责人：
Professorin Dr. Gisela Kammermeyer
金额：
--
依托单位：
Fach Pädagogische Psychologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2014
资助国家：
德国
起止时间：
2013-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/252333091?language=en
关键词：
Supporting language development kindergarten.Evaluation

项目摘要

The underlying assumption of this study is that there is an association between the successful facilitation of language skills in preschool children and the quality of teacher-child-interactions and that it is necessary to improve these interactional skills by providing training to the teachers. Thus, the aim of this project is not to implement a specific language training program but to provide training to preschool teachers to improve their interactional skills. Based on empirical evidence, the program will focus on content (language facilitating strategies) and setting (authentic learning situation). Few studies demonstrated that strategies, for instance asking open-ended questions, facilitate language skills in children. Teachers will learn these strategies based in authentic learning situations taking into account the context as well as different perspectives by using coaching strategies (e.g., based on video analysis).The training program was developed, tested, and evaluated in the years 2008 to 2011 as part of the program Sag mal was funded by the Baden-Württemberg-Stiftung. An external evaluation proved the efficacy of the training program; however, only for half of the teachers who consequently followed the principles of the training program.Using a pre-post study design, it is of interest how participation in the training program enhances language facilitating strategies in teachers as well as the language skills of the children. Teachers who received their training based on the program Zukunftschance Kinder will form the comparison group. This program was implemented in Rhineland-Palatinate and the focus was not on language facilitating strategies or authentic learning situations. The teachers are randomly assigned to the experimental group and the treatment group. The main aspects (e.g. duration, conditions) are identical in both programs.

这项研究的基本假设是，学龄前儿童语言技能的成功促进与教师-儿童-互动的质量之间存在关联，有必要通过为教师提供培训来提高这些互动技能。因此，该项目的目的不是实施特定的语言培训计划，而是为幼儿教师提供培训，以提高他们的互动技能。基于经验证据，该计划将重点放在内容(语言促进策略)和背景(真实的学习情境)。很少有研究表明，策略，例如问开放式问题，可以促进儿童的语言技能。教师将通过使用指导策略(例如，基于视频分析)在真实的学习环境中学习这些策略(例如，基于视频分析)。培训计划是在2008至2011年间开发、测试和评估的，该计划是由巴登-符腾堡州-施蒂夫通资助的SAG MALL计划的一部分。外部评估证明了培训计划的有效性；然而，只有一半的教师随后遵循了培训计划的原则。使用事前研究设计，有趣的是，参加培训计划如何提高教师的语言促进策略以及儿童的语言技能。根据Zukunftschance Kinder项目接受培训的教师将成为对照组。这项计划是在莱茵兰-巴拉蒂纳实施的，重点不是语言促进策略或真实的学习情景。教师被随机分配到试验组和治疗组。两个项目的主要方面(如持续时间、条件)是相同的。