program) Content Child-oriented responses (e.g. waiting for Parent report: initiations, using verbal and nonverbal MacArthur- responses that follow the child’s Bates CDI being face-to-face) Interaction-promoting responses (e.g. waiting for turns, using combinations of questions & comments to encourage turns on topic, ensuring all children in the group are actively participating) Language-modelling responses (e.g. using responsive labels, expansions and extensions of the topic) child’s Rudd 2008; Does 30 EC ECEC Increasing Professional Researcher Process: Vocabulary Observational data: improving joint educators setting educator development from child acquisition (for 1 x 4 hour group training workshop Coding of attention in (121 children capacity to workshop development children in the Information provision and discussion videotaped child-care aged 14036 facilitate and centre class of Video and live modelling of strategies classroom enhance language months) language coaching in (qualifications caregivers who Role-play of strategies session for development? from development joint not specified) engaged in 3 X 1 hour individual coaching visits caregiver attention frequent and Observation of caregiver-child engagement in settings longer bouts of interactions by researcher joint attention joint attention) Feedback to caregiver episodes Content Parent-report: Information about child development and MacArthur CDI language acquisition (ages and stages, Short-Form how stimulation in one area of Vocabulary development can influence growth in Checklist another area) Information about joint attention and its
program) Content Child-oriented responses (e.g. waiting for initiations, using verbal and nonverbal responses that follow the child’s being face-to-face) Interaction-promoting responses (e.g. waiting for turns, using combinations of questions & comments to encourage turns on topic, ensuring all children in the group are actively participating) Language-modelling responses (e.g. using responsive labels, expansions and extensions of the child’s topic) Parent report: MacArthur- Bates CDI Rudd 2008; Does improving joint attention in child-care enhance language development? 30 EC educators (121 children aged 14036 months) from settings ECEC setting Increasing educator capacity to facilitate language development Professional development workshop and coaching in joint attention Researcher from child development centre (qualifications not specified) Process: 1 x 4 hour group training workshop Information provision and discussion Video and live modelling of strategies Role-play of strategies 3 X 1 hour individual coaching visits Observation of caregiver-child interactions by researcher Feedback to caregiver Content Information about child development and language acquisition (ages and stages, how stimulation in one area of development can influence growth in another area) Information about joint attention and its Vocabulary acquisition (for children in the class of caregivers who engaged in frequent and longer bouts of joint attention) Observational data: Coding of videotaped classroom session for caregiver engagement in joint attention episodes Parent-report: MacArthur CDI Short-Form Vocabulary Checklist
everytoddlertalkingphaseonereportfin.docx