Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-07-22 DOI:10.1007/s10643-024-01719-4
Eeva Asp, Eija Räikkönen, Niina Rutanen, Tuija Aro, Paula Salmi, Marja-Leena Laakso
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Abstract

Early reciprocal language experiences are crucial for children’s language development. Early childhood education and care (ECEC) has the potential to facilitate language development. However, knowledge on ECEC educators’ actions in implementing early language facilitation is scarce. This study surveyed educators’ declared practices of early language facilitation and its relationship with their educational background. Open-ended responses gathered from 644 Finnish ECEC educators were categorized by content and analyzed in relation to the educators’ qualifications and work experience. The findings showed that when reporting on their practices, the educators typically did not focus on the child’s communicative initiatives and reciprocal language. However, the responses of educators with a qualification in ECEC special education contained more focused content on child-led reciprocity. Moreover, both ECEC special education teachers and educators with experience in infant-toddler ECEC underlined the importance of interaction. The findings indicate a need to increase educators’ awareness of their actions in facilitating children’s early language skills. To achieve the educational and preventive rehabilitative potential of ECEC, it is crucial that centers both include ECEC special educators in their teaching staff and invest in educator training.

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两岁以下幼儿教育和保育中的语言促进申报做法
早期互惠的语言体验对儿童的语言发展至关重要。幼儿教育和保育(ECEC)具有促进语言发展的潜力。然而,有关幼儿教育和保育工作者实施早期语言促进行动的知识却很少。本研究调查了教育工作者宣称的早期语言促进做法及其与教育背景的关系。对从 644 名芬兰幼儿保育和教育工作者那里收集到的开放式回答按内容进行了分类,并结合教育工作者的学历和工作经验进行了分析。研究结果表明,教育工作者在汇报他们的做法时,通常并不关注儿童的交流主动性和互惠语言。然而,拥有幼儿保育和特殊教育教师资格的教育工作者在回答问题时,更注重儿童主导的互惠内容。此外,幼儿保育和特殊教育教师和具有婴幼儿幼儿保育和特殊教育经验的教育工作者都强调了互动的重要性。研究结果表明,有必要提高教育工作者对自己在促进儿童早期语言技能方面的行动的认识。为了实现幼儿保育和教育中心的教育和预防康复潜力,各中心必须将幼儿保育和教育中心的特殊教育教师纳入其教师队伍,并投资于教育工作者的培训。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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