TY - JOUR
T1 - Leaping the language gap
T2 - strategies for preschool and head start teachers
AU - Abel, Carolyn Davidson
AU - Nerren, Jannah Walters
AU - Wilson, Hope Elizabeth
N1 - Funding Information:
This research was conducted with funds from the Margaret Hoover Perkins Research Professorship Award and the Early Childhood Research and Development Grant provided to the James I Perkins College of Education through the Stephen F. Austin State University Research Development Program. Conclusions expressed in this study are the researchers’ alone.
Publisher Copyright:
© 2015, Abel et al.; licensee Springer.
PY - 2015/12/1
Y1 - 2015/12/1
N2 - This article discusses the importance of promoting language development in early childhood education and the need for interventions that are both time and cost-effective. It describes a pilot study that investigated the impact of indirect language stimulation (ILS) techniques on the receptive and expressive language skills of 4-year-old children. Two preschool teachers received training in implementing these techniques in their classrooms over a 6-month period. The study used assessments to measure the children's language growth. The results showed that students in classrooms where teachers received the training demonstrated significantly higher growth in expressive language scores compared to students in comparison classrooms. The study suggests that a short, low-cost training intervention can be beneficial for both preschool teachers and their 4-year-old students' language development.
AB - This article discusses the importance of promoting language development in early childhood education and the need for interventions that are both time and cost-effective. It describes a pilot study that investigated the impact of indirect language stimulation (ILS) techniques on the receptive and expressive language skills of 4-year-old children. Two preschool teachers received training in implementing these techniques in their classrooms over a 6-month period. The study used assessments to measure the children's language growth. The results showed that students in classrooms where teachers received the training demonstrated significantly higher growth in expressive language scores compared to students in comparison classrooms. The study suggests that a short, low-cost training intervention can be beneficial for both preschool teachers and their 4-year-old students' language development.
KW - Expressive language
KW - Head Start
KW - Preschool
KW - Professional development
KW - Receptive
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U2 - 10.1186/s40723-015-0009-8
DO - 10.1186/s40723-015-0009-8
M3 - Article
AN - SCOPUS:85065132897
SN - 1976-5681
VL - 9
JO - International Journal of Child Care and Education Policy
JF - International Journal of Child Care and Education Policy
IS - 1
M1 - 7
ER -