Teacher Language Styles in Early Childhood Education-Reference-Cited by-同舟云学术

Teacher Language Styles in Early Childhood Education

Published:1988-01 Issue:1 Volume:11 Page:20-24
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

Lynch Evelyn C.¹,Widley Robyn R.²,Johnson Jacqueline R.²

Affiliation:

1. Special Education in the Department of Education of Moorhead State University

2. Clay County Coordinated Preschool Program, both, Moorhead, Minnesota

Abstract

Variables related to the successful entry and maintenance of young children with handicaps into normalized educational environments are of concern to program planners and curriculum developers. Teacher language was observed in both traditional early childhood and in early childhood special education environments. Six categories of teacher verbalizations were coded during group instruction. The data suggest that professional early educators do not significantly vary their language with regard to setting or type(s) of children. Teacher verbalizations dominated the instructional climate in each of the observed settings. Implications for teacher preparation programs are discussed.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/088840648801100103

Reference16 articles.

1. Curriculum models for successful mainstreaming

2. Nonverbal Communication in Young Children

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. A Semantic Analysis of Signed Communication in an Activity-Based Classroom for Preschool Children Who Are Deaf;Language, Speech, and Hearing Services in Schools;1996-01