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Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?
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Kalkusch, Isabelle; Jaggy, Ann-Kathrin; Burkhardt Bossi, Carine; Weiss, Barbara; Sticca, Fabio; Perren, Sonja – Early Education and Development, 2021
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the…
Descriptors: Preschool Children, Preschool Education, Play, Foreign Countries
Fostering Dual Language Learners' Participation in Head Start Classroom Conversations through Code-Switching in Whole Group and Small Group Settings
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Sarah Surrain; Stephanie M. Curenton; Cecilia Jarquín Tapia – Early Education and Development, 2023
Research Findings: Children's oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Student Participation
Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms
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Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M. – Early Education and Development, 2018
Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…
Descriptors: Early Childhood Education, Special Education, Preschool Teachers, Reading Aloud to Others
Talking about Books with Young Children: Analyzing the Discursive Nature of One-to-One Booktalks
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Hadjioannou, Xenia; Loizou, Eleni – Early Education and Development, 2011
Research Findings: Reading aloud to children is recognized as a pedagogically valuable practice. The literature suggests that the conversations that surround read-alouds are pivotal to their effectiveness. Yet teachers often find it difficult to foster lively booktalks characterized by abstract, complex thinking, especially with young children.…
Descriptors: Preservice Teachers, Speech Communication, Reading Aloud to Others, Young Children