The relationship between the language development competencies of pedagogical and teaching staff and the linguistic development of children
Johann Wolfgang Goethe-Universität Frankfurt am Main
Dr. Sandra Rezagholinia studied social work at Fachhochschule Frankfurt am Main and psychology at FernUniversität Hagen. After completing her studies, she initially worked as a research assistant in the Department of Psychology and Sports Science at Justus-Liebig Universität in Giessen. In 2016, she moved to the Institute for Pedagogy of Elementary and Primary Education at Goethe-Universität Frankfurt as a research assistant, where she successfully completed her doctorate as part of the project SPRÜNGE: "SPRachförderung im Übergang KindergarteN-Grundschule Evaluieren" in 2021. She is currently working as a secretary for childcare facilities in the diocese of Mainz.
- Language development of children
- Professionalization of language development competencies of specialist and teaching staff
Language development at the transition from nursery to elementary school
Of interest to
- Educational professionals and teachers from childcare facilities and elementary school
- Stakeholders from educational policy
Academic stakeholders from the elementary and primary sector
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.
Language development, language development skills, pedagogy, teacher, daycare center, elementary school, language acquisition, language diagnostics
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