Language environments in toddler classrooms: the contribution of setting, teacher, and child variables.

This study sought to ascertain to ascertain the relative contribution of setting, teacher, and child variables to the prediction of the amount of language teachers used in their toddler classrooms as well as the amount of engaged conversations they had with children. The Language ENvironment Analysis (LENA) system, Early Childhood Environment Rating Scale (ECERS) and Teacher Beliefs Scale (TBS) were used. Child variables included age, gender, and disability, English language learner, and poverty (tuition subsidy) status. Results indicated that classroom quality, teacher education and experience, teacher pedagogy, and the percentage of tuition subsidy students in the classroom predicted adult word rates; however, they were not significant independent predictors. No significant relationships were found for conversational turns. Study limitations and implications for policy and practice are discussed.

Author dc:creator

• Hickey, Meghan C.

• Adult word
• Conversational turn
• Language
• LENA
• Toddlers
• Educational Psychology

Language dc:language.iso

en_US

Repository record dc:identifier.uri

http://purl.umn.edu/93917

OAI identifier oai:identifier

oai:conservancy.umn.edu:11299/93917