A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years (2024)
Asp, E., Räikkönen, E., Rutanen, N., Aro, T., Salmi, P., & Laakso, M.-L. (2024). Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years. Early Childhood Education Journal, Early online. https://doi.org/10.1007/s10643-024-01719-4
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Asp, Eeva; Räikkönen, Eija; Rutanen, Niina; Aro, Tuija; Salmi, Paula; Laakso, Marja-Leena
Lehti tai sarja: Early Childhood Education Journal
ISSN: 1082-3301
eISSN: 1573-1707
Julkaisuvuosi: 2024
Ilmestymispäivä: 22.07.2024
Volyymi: Early online
Kustantaja: Springer
Julkaisumaa: Alankomaat
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/s10643-024-01719-4
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/96818
Tiivistelmä
Early reciprocal language experiences are crucial for children’s language development. Early childhood education and care (ECEC) has the potential to facilitate language development. However, knowledge on ECEC educators’ actions in implementing early language facilitation is scarce. This study surveyed educators’ declared practices of early language facilitation and its relationship with their educational background. Open-ended responses gathered from 644 Finnish ECEC educators were categorized by content and analyzed in relation to the educators’ qualifications and work experience. The findings showed that when reporting on their practices, the educators typically did not focus on the child’s communicative initiatives and reciprocal language. However, the responses of educators with a qualification in ECEC special education contained more focused content on child-led reciprocity. Moreover, both ECEC special education teachers and educators with experience in infant-toddler ECEC underlined the importance of interaction. The findings indicate a need to increase educators’ awareness of their actions in facilitating children’s early language skills. To achieve the educational and preventive rehabilitative potential of ECEC, it is crucial that centers both include ECEC special educators in their teaching staff and invest in educator training.
YSO-asiasanat: varhaiskasvatus; kielikasvatus; lapset (ikäryhmät)
Vapaat asiasanat: content analysis; early childhood education and care (ECEC); early language facilitation; educators background; infant-toddler
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 1
