Conversations in early childhood classrooms: review of literature, preliminary findings from a professional development intervention, and policy suggestions

This chapter focuses on classroom conversations during the early childhood years, before formal schooling. We argue that encouraging high-quality conversations between teachers and young children is consistent with empirical findings and professional wisdom demonstrating that such conversations are positively related to children’s language outcomes. Classroom discourse is at the core of strong pedagogy and practice. Yet, few professional development trainings and/or college courses specifically focus on how conversation can be used as an instructional tool. Analyses throughout the article point to the urgency for policy makers to invest in the education and training of future early childhood teachers (both pre-service and in-service) around this issue, especially for those teaching culturally and linguistically diverse learners.Accepted manuscrip

Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: what is the potential of Storysharing®?

Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® intervention. Materials and Methods: The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a fifteen-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Results: Significant differences revealed a decline in ‘query-answer’ sequences and an increase in supporter use of ‘prompts’. Post-intervention there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative. Conclusions: The Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential

GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT– INFANT RELATIONSHIP IN RURAL EARLY HEAD START

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers