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Support of language and communication in the 'Tambour situation' in Swedish preschools

Journal article
Authors Ann Nordberg
Published in Early Child Development and Care
ISSN 0300-4430
Publication year 2019
Published at Department of Education and Special Education
Language en
Links dx.doi.org/10.1080/03004430.2019.16...
Keywords Language, preschool children, collegial reflections, communicative support, observation tool, childrens vocabulary, classrooms, literacy, book, Education & Educational Research, Psychology
Subject categories Pedagogy

Abstract

The aim of this study was to investigate in what ways children's language development could be supported from the staff at Swedish preschools in the 'Tambour situation' (the transition time at the preschool's reception area). The support of Physical Language Learning Environment and Language Learning Interactions were observed for children (1-5 years). Initial video-taped observations were followed by the staff's examination of the language practice. Data were analysed by using an observation-tool, identifying the support of the children's language-use and how it could be further developed. After six weeks another video-taped observation was made and the observations were compared. The Language Learning Environment dimension scored higher than the Language Learning Interactions did. Potentials for increasing the support of language learning were found. These observations turned out to be flexible measures to support teachers developing practices and finding targeting areas for specific actions to improve the children's language and communication.

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