Research  |   August 2003
Training Day Care Staff to Facilitate Children's Language
 
Author Notes
Article Information
Research   |   August 2003
Training Day Care Staff to Facilitate Children's Language
American Journal of Speech-Language Pathology, August 2003, Vol. 12, 299-311. doi:10.1044/1058-0360(2003/076)
History: Received January 23, 2003 , Accepted December 6, 2003
 
American Journal of Speech-Language Pathology, August 2003, Vol. 12, 299-311. doi:10.1044/1058-0360(2003/076)
History: Received January 23, 2003; Accepted December 6, 2003
Web of Science® Times Cited: 37

This exploratory study investigated the outcome of in-service training on language facilitation strategies of child care providers in day care centers. Sixteen caregivers were randomly assigned to experimental and control groups. Caregivers were taught to be responsive to children's initiations, engage children in interactions, model simplified language, and encourage peer interactions. At posttest, the experimental group waited for children to initiate, engaged them in turn-taking, used face to face interaction, and included uninvolved children more frequently than the control group. In turn, children in the experimental group talked more, produced more combinations, and talked to peers more often than the control group. The results support the viability of this training model in early childhood education settings and suggest directions for future research.

Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access