Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading

By Scott D. Gest, Rebecca Holland-Coviello, Janet A. Welsh, D. Eicher-Catt, Sukhdeep Gill. 2006

207 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c7ecedd2cd54925ce80826466ba9eca4447df073

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, background): “Contributing to the accumulating literature on preschool educators’ language use within the at-risk classroom, the current study shows that approximately one third of teacher utterances were questions, a percentage similar to that reported previously (de Rivera et al., 2005; Gest et al., 2006).”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “Evaluations of these types of talk have shown that rich, decontextualized language by teachers is often more common in book reading relative to play-based activities (Gest et al, 2006 ; Girolametto, Weitzman, van Leishout, & Duff, 2000 ; Hindman et al, 2008 ) and that it has a powerful effect on ”
Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009, background): “Recent work by Gest et al. (2006) found no appreciable differences in the rate of child-directed talk in 17 Head Start classrooms when comparing lead and assistant teachers; similarly, Massey, Pence, Justice, and Bowles (2008) found that lead teachers and assistant teachers use decontextualized…”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “Teachers also provide about half of the talk in the classroom, focusing on management and direction, and with inconsistent invitations for children to talk about vocabulary or other content (24).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Gest, Holland-Coviello, Welsh, Eicher-Catt, and Gill (2006) investigated teachers' child-directed talk in three contexts (book reading, free play, and mealtime) that occur in most Head Start classrooms.”