The relationship between the language development competencies of pedagogical and teaching staff and the linguistic development of children

Abstract

Various studies have already shown that in particular the language development skills of educational professionals and teachers in nurseries and elementary school have a major influence on children's successful linguistic competence growth. But how exactly do the language development skills of educational professionals and teachers affect children's language development and in what way are these skills structured?

These two questions are examined in this study using different approaches. One focus is on the specific language development skills of educational professionals and teachers that have an influence on the language development of children in transition from nursery to elementary school. Furthermore, the connection between theoretical knowledge and skills about language, language development and language diagnostics on the one hand and professional action in the language development situation on the other is examined in relation to the individual language domains. In addition, the linguistic development of the children is examined in longitudinal sections, differentiated according to the individual language domains.

Keywords

Language development, language development skills, pedagogy, teacher, daycare center, elementary school, language acquisition, language diagnostics