NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20241
Since 2021 (last 5 years)4
Since 2016 (last 10 years)6
Since 2006 (last 20 years)6
Descriptor
Classroom Environment6
Receptive Language6
Vocabulary Development6
Preschool Teachers4
Teacher Student Relationship4
English (Second Language)3
Expressive Language3
Intelligence Tests3
Language Acquisition3
Preschool Children3
Second Language Instruction3
Second Language Learning3
Bilingualism2
Correlation2
Family Characteristics2
Foreign Countries2
Preschool Education2
Spanish2
Teacher Characteristics2
Verbal Ability2
Video Technology2
Bilingual Education1
Bilingual Teachers1
Books1
Child Care1
More ▼
Source
Asia Pacific Journal of…1
Early Child Development and…1
Early Education and…1
Grantee Submission1
Journal of Educational…1
Journal of Educational…1
Author
Agache, Alexandru1
Bihler, Lilly-Marlen1
Jamlick Peter Ondieki Bosire1
Johanson, Megan1
Justice, Laura1
Kohl, Katharina1
Leyendecker, Birgit1
Meng, Christine1
Moran, Meghan1
Ng, Ee Lynn1
Petersen, Douglas B.1
Restrepo, M. Adelaida1
Sembiante, Sabrina F.1
Spencer, Trina D.1
Sun, He1
Thompson, Marilyn S.1
Willard, Jessica A.1
Yeomans-Maldonado, Gloria1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Education Level
Early Childhood Education6
Preschool Education5
Audience
Location
Arizona1
Germany1
Singapore1
Laws, Policies, & Programs
Assessments and Surveys
Classroom Assessment Scoring…6
Peabody Picture Vocabulary…2
Expressive One Word Picture…1
Head Start Family and Child…1
Oral and Written Language…1
Raven Advanced Progressive…1
Raven Progressive Matrices1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Preschool Teachers' Beliefs about Children, Self-Efficacy, Classroom Quality and Children's Early Language
Peer reviewed Peer reviewed
Direct linkDirect link
Jamlick Peter Ondieki Bosire – Journal of Educational Research, 2024
This study examined the extent to which classroom quality (emotional and instructional climate) moderates the associations between teachers' beliefs about children, self-efficacy, and children's early language gains (receptive and expressive vocabulary). The study employed multilevel modeling with 606 preschool teachers and 2,536 preschool…
Descriptors: Preschool Teachers, Self Efficacy, Language Acquisition, Teacher Effectiveness
Do Peers Matter? Peer Effects on Young Children's Vocabulary Gains in German Classrooms
Peer reviewed Peer reviewed
Direct linkDirect link
Kohl, Katharina; Bihler, Lilly-Marlen; Agache, Alexandru; Leyendecker, Birgit; Willard, Jessica A. – Journal of Educational Psychology, 2022
Children in early childhood education and care (ECEC) spend a considerable amount of time interacting with their peers. However, open questions remain on whether and how children influence their peers' language development. The present study examined effects of peers' German receptive vocabulary (n = 1,871) on individual children's (n = 431)…
Descriptors: Peer Influence, Vocabulary Development, Correlation, Preschool Children
How the Amount of Teacher Spanish Use Interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary
Peer reviewed Peer reviewed
Direct linkDirect link
Sembiante, Sabrina F.; Yeomans-Maldonado, Gloria; Johanson, Megan; Justice, Laura – Early Education and Development, 2023
Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…
Descriptors: Classroom Communication, Bilingualism, Bilingual Teachers, Teacher Student Relationship
A Cross-Lagged Analysis of Teacher-Child Language Interactions and Receptive Vocabulary of Non-ELL and ELL Children
Peer reviewed Peer reviewed
Direct linkDirect link
Meng, Christine – Early Child Development and Care, 2019
The present study investigated whether the bidirectional cross-lagged paths between teacher--child language interactions and receptive vocabulary would be significantly different between English language learner (ELL) and non-ELL children. The FACES 2009 cohort was used to address the research goals. Cross-lagged analysis was conducted with the…
Descriptors: Teacher Student Relationship, Interaction, Receptive Language, English Language Learners
Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers' Spanish and English Oral Language
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – Grantee Submission, 2020
The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…
Descriptors: Oral Language, Intervention, Bilingual Education, Spanish
Home and School Factors in Early English Language Development
Peer reviewed Peer reviewed
Direct linkDirect link
Sun, He; Ng, Ee Lynn – Asia Pacific Journal of Education, 2021
The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and…
Descriptors: Family Environment, Educational Environment, Second Language Learning, Second Language Instruction