Supporting language development in kindergarten. Evaluation of an approach focused on fostering teacher-child- interactions

• Applicant: Professorin Dr. Gisela Kammermeyer
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2014 to 2018
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 252333091

The underlying assumption of this study is that there is an association between the successful facilitation of language skills in preschool children and the quality of teacher-child-interactions and that it is necessary to improve these interactional skills by providing training to the teachers. Thus, the aim of this project is not to implement a specific language training program but to provide training to preschool teachers to improve their interactional skills. Based on empirical evidence, the program will focus on content (language facilitating strategies) and setting (authentic learning situation). Few studies demonstrated that strategies, for instance asking open-ended questions, facilitate language skills in children. Teachers will learn these strategies based in authentic learning situations taking into account the context as well as different perspectives by using coaching strategies (e.g., based on video analysis).The training program was developed, tested, and evaluated in the years 2008 to 2011 as part of the program Sag mal was funded by the Baden-Württemberg-Stiftung. An external evaluation proved the efficacy of the training program; however, only for half of the teachers who consequently followed the principles of the training program.Using a pre-post study design, it is of interest how participation in the training program enhances language facilitating strategies in teachers as well as the language skills of the children. Teachers who received their training based on the program Zukunftschance Kinder will form the comparison group. This program was implemented in Rhineland-Palatinate and the focus was not on language facilitating strategies or authentic learning situations. The teachers are randomly assigned to the experimental group and the treatment group. The main aspects (e.g. duration, conditions) are identical in both programs.

• DFG Programme: Research Grants
• Participating Person: Professorin Dr. Susanna Roux (†)