Early childhood educators’ competences for supporting children's academic language skills in Germany

• Marije Michel ^[1] ; Daniela Ofner ^[2] ; Dieter Thoma ^[2]
  1. [1] Lancaster University

     Lancaster University

     Lancaster, Reino Unido

     
  2. [2] University of Mannheim

     University of Mannheim

     Stadtkreis Mannheim, Alemania

     
• Localización: Language awareness, ISSN 0965-8416, Vol. 23, Nº. 1-2, 2014 (Ejemplar dedicado a: Language Awareness for our Multicultural World: Selected papers from the 11th International Conference of the Association for Language Awareness, Concordia University, Montreal, July 2012), págs. 138-156
• Idioma: inglés
• DOI: 10.1080/09658416.2013.863896
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education.