Advertisement

Early Childhood Education Journal

, Volume 37, Issue 5, pp 371–379 | Cite as

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

  • Caroline Bouchard
  • Nathalie Bigras
  • Gilles Cantin
  • Sylvain Coutu
  • Bénédicte Blain-Brière
  • Joell Eryasa
  • Annie Charron
  • Liesette Brunson
Article

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 Québec (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.

Keywords

Early childhood education Child care Daycare services Language-support practices, interaction and language 

Notes

Acknowledgments

This study was supported by grants awarded by the Fonds de la recherche sur la société et la culture (FQRSC) and the Programme d’aide financière à la recherche et à la création (PAFARC) (Université du Québec à Montréal, Québec, Canada). The authors would like to thank Ms. Margaret McKyes, Certified Translator, for the English traduction.

References

  1. Ahsam, S., Shepherd, J., & Warren-Adamson, C. (2006). Working with pre-school practitioners to improve interactions. Child Language Teaching & Therapy, 22(2), 197–217.CrossRefGoogle Scholar
  2. Aldenderfer, M. S., & Blashfiel, R. K. (1984). Cluster analysis. Newbury Park, CA: Sage.Google Scholar
  3. Belsky, J., Burchinal, M., McCartney, K., Lowe Vandell, D., Clarke-Stewart, A. K., Owen Tresch, M., et al. (2007). Are there long-term effects of early child care? Child Development, 78(2), 681–701.CrossRefGoogle Scholar
  4. Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L., Tremblay, M., Japel, C., & Charron, A. (in press). A comparative study of structural and process quality in center-based and family-based care. Child & Youth Care Forum. Google Scholar
  5. Bigras, N., & Japel, C. (2007). La qualité dans nos services de garde éducatifs à la petite enfance. La définir, la comprendre, la soutenir. Québec: PUQ.Google Scholar
  6. Bohannon, J., & Bonvillian, J. (1997). Theoretical approaches to language acquisition. In J. Berko Gleason (Ed.), The development of language (4th ed., pp. 259–316). Needham Heights, MA: Allyn & Bacon.Google Scholar
  7. Bruner, J. S. (1975). The ontogenesis of speech acts. Journal of Child Language, 2(1), 1–19.CrossRefGoogle Scholar
  8. Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2–11.CrossRefGoogle Scholar
  9. 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 teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140–153.CrossRefGoogle Scholar
  10. Cantin, G., Bouchard, C., & Charron, A. (2009). Pour soutenir le développement du langage et de la littératie. Quelques balises à retenir. In A. Charron, C. Bouchard, & G. Cantin (Eds.), Langage et littératie chez l’enfant en service de garde éducatif. Québec: PUQ.Google Scholar
  11. Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language. Baltimore, MD: Paul H. Brookes.Google Scholar
  12. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.CrossRefGoogle Scholar
  13. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language. Baltimore, MD: Paul H. Brookes.Google Scholar
  14. Doherty, G., Lero, D. S., Goelman, H., Tougas, J., & LaGrange, A. (2000). Caring and learning environments: Quality in regulated family child care across Canada. You bet I care! Report: ED453903, pp 213.Google Scholar
  15. Drouin, C., Bigras, N., Fournier, C., Desrosiers, H., & Bernard, S. (2004). Grandir en qualité 2003. Enquête québécoise sur la qualité des services de garde éducatifs. Québec: ISQ.Google Scholar
  16. Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294–311.CrossRefGoogle Scholar
  17. Geoffroy, M.-C., Côté, S., Borge, A. I. H., Larouche, F., Séguin, 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(5), 490–497.CrossRefGoogle Scholar
  18. Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17(2), 293–315.CrossRefGoogle Scholar
  19. Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268–281.CrossRefGoogle Scholar
  20. Girolametto, L., Weitzman, E., & Greenberg, J. (2000). Teacher interaction and language rating scale. Toronto: Hanen Centre.Google Scholar
  21. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299–311.CrossRefGoogle Scholar
  22. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.Google Scholar
  23. Institut de la statistique du Québec (ISQ). (2006). Enquête sur les besoins et les préférences des familles en matière de services de garde (Chapter 2). Québec: Gouvernement du Québec.Google Scholar
  24. Janus, M., & Offord, D. (2000). La capacité d’apprentissage à l’école. ISUMA : Revue canadienne de recherche sur les politiques, 1(2), 71–75.Google Scholar
  25. Japel, C., Tremblay, R. E., & Côté, S. (2005). La qualité, ça compte! Résultats de l’Étude longitudinale du développement des enfants du Québec concernant la qualité des services de garde. Choix IRPP, 11(4), 1–46.Google Scholar
  26. Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008a). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68.CrossRefGoogle Scholar
  27. Justice, L. M., Mashburn, A., Pence, K. L., & Wiggins, A. (2008b). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language and Hearing Research, 51(4), 983–1001.CrossRefGoogle Scholar
  28. Longtin, S. E., & Fabus, R. L. (2008). The use of videotape self monitoring to facilitate interactive interaction in speech-language therapy with preschool children with autism. The Clinical Supervisor, 27(1), 111–133.CrossRefGoogle Scholar
  29. Lowe Vandell, D. L. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50, 387–414.CrossRefGoogle Scholar
  30. Maltais, C. (2005). Relation entre les types de services de garde et le développement du langage chez les enfants au préscolaire. In C. Maltais (Ed.), Éducation et francophonie, 33(2), 207–223.Google Scholar
  31. McCain, M., Mustard, J. F., & Shanker, S. (2007). Early years study 2. Putting science into action. Toronto: Council for Early Child Development.Google Scholar
  32. Ministère de la Famille et des Aînés (MFA). (2007). Accueillir la petite enfance. Le programme éducatif des services de garde du Québec. Available at: http://www.mfa.gouv.qc.ca/publications/pdf/programme_educatif.pdf.
  33. Montes, G., Hightower, A. D., Brugger, L., & Moustafa, E. (2005). Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children. Early Childhood Research Quarterly, 20(3), 361–372.CrossRefGoogle Scholar
  34. Montie, J. E., Xiang, Z., & Schweinhart, L. J. (2006). Preschool experience in 10 countries: Cognitive and language performance at age 7. Early Childhood Research Quarterly, 21, 313–331.CrossRefGoogle Scholar
  35. NICHD/ECCRN. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960–980.Google Scholar
  36. NICHD/ECCRN. (2004). Type of child care and children’s development at 54 months. Early Childhood Research Quarterly, 19, 203–230.CrossRefGoogle Scholar
  37. NICHD/ECCRN. (2005). Child care and child development: Results from the NICHD study of early child care and youth development. New York: Guilford Press.Google Scholar
  38. O’Toole, C., & Kirkpatrick, V. (2007). Building collaboration between professionals in health and education trough interdisplinary training. Child Language Teaching and Therapy, 23(3), 325–352.CrossRefGoogle Scholar
  39. Overturf Johnson, J. (2005). Who’s minding the kids? Child care arrangements: Winter 2002. Available at www.census.gov/prod/2005pubs/p70-101.pdf. Consulted on 21 June 2009.
  40. Pellegrino, M. L. M., & Scopesi, A. (1990). Structure and function of baby talk in a day-care centre. Journal of Child Language, 17(1), 101–114.CrossRefGoogle Scholar
  41. Roberts, J. E., Bailey, D. B., & Nychka, H. B. (1991). Teachers’ use of strategies to facilitate the communication of preschool children with disabilities. Journal of Early Intervention, 15(4), 358–376.CrossRefGoogle Scholar
  42. Saracho, O. N., & Spodek, B. (2007). Early childhood teachers’ preparation and the quality of program outcomes. Early Child Development and Care, 177(1), 71–91.CrossRefGoogle Scholar
  43. Tannock, R., & Girolametto, L. (1992). Reassessing parent-focused language intervention programs. In S. F. Warren & J. E. Reichle (Eds.), Causes and effects in communication and language intervention. Communication and language intervention series, 1 (pp. 49–79). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
  44. Tayler, C., & Sebastian-Galles, N. (2007). Cerveau, développement 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.Google Scholar
  45. Tennant, J., McNaughton, S., & Glynn, T. (1988). Increasing children’s language in day care through caregiver conversations. Early Child Development and Care, 35, 39–51.CrossRefGoogle Scholar
  46. Tout, K., Zaslow, M., & Berry, D. (2006). Quality and qualifications: Links between professional development and quality in early care and education settings. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 77–110). Baltimore, MD: Brookes Publishing.Google Scholar
  47. Weitzman, E., & Greenberg, J. (2002). Learning language and loving it (2nd ed.). Toronto: The Hanen Program.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Caroline Bouchard
    • 1
  • Nathalie Bigras
    • 1
  • Gilles Cantin
    • 1
  • Sylvain Coutu
    • 2
  • Bénédicte Blain-Brière
    • 3
  • Joell Eryasa
    • 1
  • Annie Charron
    • 1
  • Liesette Brunson
    • 3
  1. 1.Département d’éducation et pédagogieUniversité du Québec à MontréalMontréalCanada
  2. 2.Université du Québec en OutaouaisGatineauCanada
  3. 3.Département de PsychologieUniversité du Québec à MontréalMontréalCanada

Personalised recommendations