[R-0019] S2. Instructional Strategies

Citation: Bouchard, C., et al. (2010). Early childhood educators use of language-support practices with 4-year-old children in child care centers. Early Childhood Education Journal, 37, 371-379. doi: 10.1007/s10643-009-0355-7

Abstract: The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year old children attending early childhood education centers in Quebec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success.

Integration: Educators who are responsible for young children at daycare centers are in an advantageous position to encourage the development of language skills, not only in terms of the quantity of words, but also the quality of the interaction between the child and adults in the environment (Geoffroy et al. 2007; Hart and Risley 1995; Tayler and Sebastian-Galles 2007). This massive shift to non-family daycare provides children with multiple opportunities to develop and learn, thereby encouraging language skills at a pivotal time in their lives, just before they enter school. Appropriate language-support practices (LSP), based on responsive and stimulating educator-child relationships, help children develop language skills (Burchinal et al., 2008; NICHD/ECCRN 2000, 2005). The importance of these practices is clear given the influence of language skills on childrens educational success (Janus & Offord 2000; McCain et al. 2007).

Content Focus: Inclusion; Language and Literacy Experiences

Notes: Burchinal, M. R., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R. M., et al. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacherchild interactions and instruction. Applied Developmental Science, 12, 140–153.

Geoffroy, M.-C., Coˆte´, S., Borge, A. I. H., Larouche, F., Se´guin, J. R., & Rutter, M. (2007). Association between nonmaternal care in the first year of life and children’s receptive language skills prior to school entry: The moderating role of socio-economic status. Journal of Child Psychology and Psychiatry, 48, 490–497.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.

Janus, M., & Offord, D. (2000). La capacite´ d’apprentissage a` l’e´cole. ISUMA : Revue canadienne de recherche sur les politiques, 1(2), 71–75.

McCain, M., Mustard, J. F., & Shanker, S. (2007). Early years study 2. Putting science into action. Toronto: Council for Early Child Development.

NICHD/ECCRN. (2000). The relation of child care to cognitive and language development. Child Development, 71, 960–980.

NICHD/ECCRN. (2005). Child care and child development: Results from the NICHD study of early child care and youth development. New York: Guilford Press.

Tayler, C., & Sebastian-Galles, N. (2007). Cerveau, de´veloppement et apprentissage durant la petite enfance. Dans Centre pour la Recherche et l’Innovation dans l’enseignement, OCDE (Ed.), Comprendre le cerveau: naissance d’une science de l’apprentissage, 5, 175–197