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

本研究的基本假设是学前儿童语言技能的成功促进与师生互动质量之间存在关联，并且有必要通过向教师提供培训来提高这些互动技能。因此，本项目的目的不是实施具体的语言培训计划，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，该计划将侧重于内容（语言促进策略）和设置（真实的学习情境）。很少有研究表明，提出开放式问题等策略能促进儿童的语言技能。教师将在真实的学习情境中学习这些策略，同时考虑情境和不同的视角，使用辅导策略（例如，基于视频分析）。作为项目的一部分，培训项目在2008年至2011年期间进行了开发、测试和评估，该项目由巴登州<s:1>腾堡州基金会资助。外部评价证明了培训计划的有效性；然而，只有一半的教师遵循了培训计划的原则。使用前后学习设计，参与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是令人感兴趣的。在Zukunftschance Kinder项目中接受培训的教师将组成对照组。该项目在莱茵兰-普法尔茨州实施，重点不是语言促进策略或真实的学习情境。教师随机分为实验组和实验组。两个项目的主要方面（如持续时间、条件）是相同的。

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.