Please use this identifier to cite or link to this item:
https://doi.org/10.48548/pubdata-1503
| Resource type | Journal Article |
| Title(s) | Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development |
| DOI | 10.48548/pubdata-1503 |
| Handle | 20.500.14123/1577 |
| Creator | Voltmer, Katharina  0000-0001-7660-6736Hormann, Oliver 0000-0002-5229-9871Pietsch, Marcus 0000-0002-9836-6793Maehler, Claudia 0000-0003-1376-3261von Salisch, Maria 0000-0002-6800-3596 |
| Abstract | The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from N = 28 kindergarten groups in N = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with N = 281 children (mean age = 49.82 months, range = 33-66 months at T1, mixed SES) who were individually tested using objective tests on grammar, vocabulary and working memory before (T1) and after the FTT intervention (T2), and in a follow-up about one year after T1 (T3). After propensity matching was applied, multilevel models demonstrated that the children taught by the intervention group teachers made faster progress in their understanding of sentences, their application of morphological rules, and their memory for sentences when numerous covariates (child age, gender, behavioral self-regulation, multilingual upbringing, and family SES) were controlled. Results suggest that complex language processing abilities in young children can be promoted by a teacher-led intervention in early childhood education. Improved language skills will further all children's academic and social success in school. |
| Language | English |
| Keywords | Kindergarten; Early Childhood Education; Teacher; Intervention; Language Acquisition; Strategy |
| Year of publication in PubData | 2024 |
| Publishing type | Parallel publication |
| Publication version | Published version |
| Date issued | 2021-05-04 |
| Creation context | Research |
| Notes | This publication was funded by the Open Access Publication Fund of Leuphana University Lüneburg. |
| Published by | Medien- und Informationszentrum, Leuphana Universität Lüneburg |
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