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

本研究的基本假设是，有一个成功的促进学前儿童的语言技能和教师的质量之间的关联儿童互动，并有必要通过提供培训，以提高这些internationalskills的教师。因此，该项目的目的不是实施一个具体的语言培训计划，而是为幼儿教师提供培训，以提高他们的口译技能。根据经验证据，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，策略，例如问开放式问题，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，同时考虑到情境和不同的视角，使用辅导策略（例如，2008年至2011年，作为巴登-符腾堡基金会资助的Sag mal计划的一部分，该培训计划得到了开发、测试和评估。外部评估证明了培训计划的有效性，然而，只有一半的教师，因此遵循的原则的培训program.Using一个前-后研究设计，它是感兴趣的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。根据Zukunftschance金德计划接受培训的教师将组成对照组。该计划在莱茵兰-腭骨的实施，重点不是语言促进策略或真实的学习情况。教师被随机分配到实验组和治疗组。两个计划的主要方面（例如持续时间、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.