Purtell Kelly M, Ansari Arya, Yang Qingqing, Bartholomew Caroline P
Department of Human Sciences, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio.
Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio.
Semin Speech Lang. 2021 Mar;42(2):88-100. doi: 10.1055/s-0041-1723838. Epub 2021 Mar 16.
Almost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.
美国每年有近500万儿童上幼儿园。最近，人们开始关注幼儿园教室塑造儿童早期语言发展的方式。在本文中，我们将从年龄和社会经济地位的角度探讨同伴和班级构成的重要性，以及它们对儿童早期学习和发展的影响。我们还将讨论课堂同伴可能相互塑造语言发展的直接和间接机制。作为讨论的一部分，我们重点关注同伴语言接触、与同伴的互动，以及教师的课堂实践。最后，我们将讨论教师如何确保不同构成的班级中的儿童能够获得最大益处，以及对研究、政策和实践的启示。
