How Does The Use Of Adult-Child Conversations Affect The Oral Language Development Of Pre-K Students
Term
Summer 2017
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Maggie Struck, Ph.D.
Content Expert
Marie Lister
Abstract
The purpose of this Capstone project is to discover how adult-child conversations affect preschoolers’ oral language development. The project consists of a literature review and the creation of a website. Research shows that oral language development in early childhood is related to social-emotional development and later success in literacy (Cohen, 2005; Lonigan & Shanahan, 2009; NAEYC, 2009; Hartas, D., 2012). Children’s oral language development is influenced by teachers’ emotional, instructional, and organizational support, including, language modeling and feedback, and the closeness of teacher-student relationships. Adult-child conversations can support these evidence-based practices. The findings from the literature review signify that, through intentional conversations, teachers can promote growth in students’ oral language. The website created for the Capstone project provides preschool teachers and daycare providers with resources for using conversations in the classroom, developing close relationships with students, and increasing students’ vocabulary and syntax. These resources enable childhood educators to assess the effectiveness of conversations with their students.
Project Type
Website creation
Keywords
Achievement, Developmentally Appropriate Practice, Early Childhood, Oral Language
Recommended Citation
Bugarin, Beth, "How Does The Use Of Adult-Child Conversations Affect The Oral Language Development Of Pre-K Students" (2017). School of Education and Leadership Student Capstone Projects. 5.
https://digitalcommons.hamline.edu/hse_cp/5
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations