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The Quality of Universal Language Supporting Provision in Maintained Nursery Classrooms in Economically Disadvantaged Areas of England: Identifying Strengths and Areas for Development
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Keeley Dobinson; Sandra Mathers; Claire Forrest; Jenna Charlton; Julie Dockrell – Child Language Teaching and Therapy, 2024
Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality…
Descriptors: Foreign Countries, Preschools, Economically Disadvantaged, Educational Quality
Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?
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Bustamante, Andres S.; Hindman, Annemarie H.; Champagne, Carly R.; Wasik, Barbara A. – Grantee Submission, 2018
Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of public preschool classrooms in an urban, high-poverty school district. Results demonstrated that…
Descriptors: Preschool Education, Classroom Techniques, Educational Practices, Instructional Effectiveness
Effects of Home Environment and Center-Based Child Care Quality on Children's Language, Communication, and Literacy Outcomes
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Pinto, Ana Isabel; Pessanha, Manuela; Aguiar, Cecilia – Early Childhood Research Quarterly, 2013
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71…
Descriptors: Child Care, Foreign Countries, Communication Skills, Emergent Literacy