Barbara Bradley|David Reinking
A formative experiment to enhance teacher-child language interactions in a preschool classroom
University of Kansas|Clemson University
formative experiment investigated two strategies aimed increasing quality quantity language interactions could integrated preschool classroom strategies enriching language interactions introduced book sharing semistructured group activities mealtimes mixed methods revealed factors enhanced inhibited sometimes prevented integration enriching language interactions school day accordingly adaptations might warranted specifically data revealed increases quantity quality teacherchild interactions book sharing mealtimes semistructured group activities implications discussed professional development classroom practice formative experiments reveal unique insights preschool classrooms