Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?
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| Title: | Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language? |
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| Language: | English |
| Authors: | Penny Levickis (ORCID |
| Source: | Early Education and Development. 2024 35(4):647-666. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Child Development, Early Childhood Education, Verbal Ability, Foreign Countries, Classroom Environment, Teacher Student Relationship, Scores, Language Skills, Educational Quality, Equal Education, Access to Education, Cognitive Ability, Cognitive Tests, Achievement Tests, Preschool Children, Language Acquisition, Family Characteristics, Item Response Theory |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System, Woodcock Johnson Tests of Cognitive Ability, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1080/10409289.2023.2193857 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian longitudinal study of over 2,000 children attending formal Early Childhood Education and Care (ECEC). The analysis included a novel measurement model fitted to the data to allow each CLASS dimension to be modeled separately. Results showed that each CLASS dimension was associated with initial average language abilities. Small, negative effects of Emotional Support dimensions on growth of children's average Understanding Directions score were found, but there were no associations between any of the dimensions and average growth in Verbal Ability. None of the Instructional Support dimensions (which are language focused) predicted growth in language abilities. These null findings are addressed in the discussion. Practice or Policy: Findings from this study illustrate that, typically, ECEC programs rate low on dimensions of quality developed to capture language-promoting educator-child interactions. Findings also suggest a selection effect related to equity of access to classroom quality with children with the highest initial language abilities in the highest quality classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420519 |
| Database: | ERIC |
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| Abstract: | Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian longitudinal study of over 2,000 children attending formal Early Childhood Education and Care (ECEC). The analysis included a novel measurement model fitted to the data to allow each CLASS dimension to be modeled separately. Results showed that each CLASS dimension was associated with initial average language abilities. Small, negative effects of Emotional Support dimensions on growth of children's average Understanding Directions score were found, but there were no associations between any of the dimensions and average growth in Verbal Ability. None of the Instructional Support dimensions (which are language focused) predicted growth in language abilities. These null findings are addressed in the discussion. Practice or Policy: Findings from this study illustrate that, typically, ECEC programs rate low on dimensions of quality developed to capture language-promoting educator-child interactions. Findings also suggest a selection effect related to equity of access to classroom quality with children with the highest initial language abilities in the highest quality classrooms. |
|---|---|
| ISSN: | 1040-9289 1556-6935 |
| DOI: | 10.1080/10409289.2023.2193857 |
