Translating Ideas into Language: High-Impact Strategies to Nurture Children′s Creative Composing in Early Childhood Classrooms

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
JeanMarie Farrow, Barbara A. Wasik, Annemarie H. Hindman, Michael J. Farrow
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Abstract

This study investigates translation strategies that enhance idea generation and linguistic construction in early childhood composing, focusing on high language-growth prekindergarten to first-grade classrooms. Our sample included 28 teachers from two under-resourced districts in the Northeastern United States, serving 324 children. Using an exploratory sequential mixed-method approach, we analyzed 28 video recordings of small group composing sessions to identify specific strategies employed by teachers. We found teachers’ use of strategies for idea generation and language construction were positively associated with children's receptive vocabulary growth. Teachers in high language-growth classrooms were approximately three and half times more likely to use translation strategies than teachers in low language-growth classrooms. Five strategies emerged that facilitate memory retrieval, comparative thinking, and idea synthesis related to idea generation. Additionally, five strategies related to language construction emerged for transitioning children’s language from contextualized to decontextualized forms, enhancing vocabulary, and constructing more complex sentences. These insights provide a framework for teachers to support early writing development through targeted and intentional instructional strategies to facilitate the idea-language translation process, thereby promoting significant gains in children's language skills.

将想法转化为语言:在幼儿课堂上培养儿童创造性作文的高效策略
本研究以语言高度发展的学前班至一年级课堂为研究对象,调查了在幼儿作文中促进构思生成和语言建构的翻译策略。我们的样本包括来自美国东北部两个资源匮乏地区的 28 名教师,他们为 324 名儿童提供服务。我们采用探索性顺序混合方法,分析了 28 个小组作文课的录像,以确定教师采用的具体策略。我们发现,教师使用的构思和语言构建策略与儿童接受词汇量的增长呈正相关。高语言增长班级的教师使用翻译策略的几率大约是低语言增长班级教师的三倍半。有五种策略有助于记忆检索、比较思维和与想法生成有关的想法综合。此外,还有五种与语言建构有关的策略,可将儿童的语言从语境形式过渡到非语境形式,增强词汇量,并建构更复杂的句子。这些见解为教师提供了一个框架,使他们能够通过有针对性的、有意识的教学策略支持早期写作的发展,促进想法-语言的转换过程,从而促进儿童语言技能的显著提高。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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