Chaitow Lauren, McCabe Patricia, Munro Natalie, Purcell Alison
Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia, and.
School of Health Sciences, Western Sydney University, Campbelltown, Australia.
Int J Speech Lang Pathol. 2023 Oct;25(5):656-666. doi: 10.1080/17549507.2022.2115136. Epub 2022 Sep 5.
: Improving language and literacy skills in preschoolers can lead to better life outcomes. One way speech-language pathologists (SLPs) can improve these skills in preschoolers is by supporting educators through professional development (PD). However, PD in early childhood education and care (ECEC) settings is a complex intervention. To improve preschoolers' language and literacy skills using PD, SLPs must first work with educators to change or increase educators' language and literacy-promoting behaviours. This paper aimed to describe educator behaviours and preschooler skills following a real-world language and literacy PD intervention facilitated by two community SLPs. Two pragmatic studies were conducted across four ECEC centres: (1) an observation study of 13 educators' self-reported language and literacy promoting behaviours, and (2) a non-randomised controlled trial investigating the language and literacy skills of 82 preschoolers as reported by their educators and parents/carers. After the intervention, educators rated themselves as performing language and literacy-promoting behaviours more frequently. Educators also rated the early reading skills of preschoolers more highly after the PD intervention, but not preschoolers' oral language or early writing skills. Parents/carers did not report any significant improvements in preschoolers' skills.: PD as an SLP intervention, whilst promising, showed mixed outcomes. Educator outcomes improved; however, preschooler outcomes were varied.
提高学龄前儿童的语言和读写能力可带来更好的生活成果。言语语言病理学家（SLP）提高学龄前儿童这些技能的一种方法是通过专业发展（PD）来支持教育工作者。然而，幼儿教育与保育（ECEC）环境中的专业发展是一项复杂的干预措施。为了通过专业发展提高学龄前儿童的语言和读写能力，言语语言病理学家必须首先与教育工作者合作，以改变或增加教育工作者促进语言和读写的行为。本文旨在描述在两名社区言语语言病理学家推动的一项真实世界的语言和读写专业发展干预之后教育工作者的行为以及学龄前儿童的技能。在四个幼儿教育与保育中心进行了两项务实研究：（1）一项对13名教育工作者自我报告的促进语言和读写行为的观察研究，以及（2）一项非随机对照试验，调查82名学龄前儿童的教育工作者、家长/照顾者报告的语言和读写能力。干预后，教育工作者给自己促进语言和读写行为的频率评分更高。在专业发展干预后，教育工作者对学龄前儿童早期阅读技能的评价也更高，但对学龄前儿童的口语或早期写作技能评价并非如此。家长/照顾者并未报告学龄前儿童的技能有任何显著提高。作为言语语言病理学家的干预措施，专业发展虽有前景，但结果好坏参半。教育工作者的结果有所改善；然而，学龄前儿童的结果各不相同。
