Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language Awareness on 05/02/2014, available online:http://www.tandfonline.com/10.1080/09658416.2013.863896
Accepted author manuscript, 772 KB, PDF document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Early childhood educators’ competences for supporting children’s academic language skills in Germany
AU - Michel, Marije
AU - Ofner, Daniela
AU - Thoma, Dieter
N1 - Based on research within the project www.sprachkopf.de This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language Awareness on 05/02/2014, available online:http://www.tandfonline.com/10.1080/09658416.2013.863896
PY - 2014
Y1 - 2014
N2 - This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education.
AB - This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education.
KW - early childhood caregivers
KW - child language development
KW - teacher training
KW - preschool
KW - multilingualism
KW - professionalism
U2 - 10.1080/09658416.2013.863896
DO - 10.1080/09658416.2013.863896
M3 - Journal article
VL - 23
SP - 138
EP - 156
JO - Language Awareness
JF - Language Awareness
SN - 0965-8416
IS - 1-2
ER -