Directiveness in Teachers' Language Input to Toddlers and Preschoolers in Day Care

• Published in: Journal of speech, language, and hearing research Vol. 43; no. 5; pp. 1101 - 1114
• Main Authors: Girolametto, Luigi, Weitzman, Elaine, Lieshout, Riet van, Duff, Dawna
• Format: Journal Article
• Language: English
• Published: Rockville, MD ASHA 01.10.2000; American Speech Language Hearing Association; American Speech-Language-Hearing Association
• Subjects: Biological and medical sciences; Caregiver Speech; Child; Child Day Care Centers; Child development; Child Language; Child, Preschool; Classroom Communication; Day Care; Demographic aspects; Developmental psychology; Directiveness; Expressive Language; Female; Fundamental and applied biological sciences. Psychology; Humans; Infant; Interaction Process Analysis; Language; Language Acquisition; Language and languages; Language development; Male; Preschool Children; Preschool Education; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Reproducibility of Results; Teacher-Student interactions; Teaching; Toddlers; Verbal Learning; United States; Human; Preschool age; Day care center; Language; Social interaction; Language development; Teacher; Infant; Verbal production; Child; Adult child relation; Verbal communication
• ISSN: 1092-4388; 1558-9102
• DOI: 10.1044/jslhr.4305.1101

Five subtypes of directiveness were examined in the interactions of day care teachers with toddler and preschooler groups. Results confirmed that instructional context is an important mediator of teachers' directiveness and suggest that subtypes of directiveness have different effects on child language output. (Contains references.) (Author/DB)