Hart B, Risley T R
J Appl Behav Anal. 1974 Summer;7(2):243-56. doi: 10.1901/jaba.1974.7-243.
Although language remediation programs have generally been conducted with the use of special materials in structured group settings, traditional preschool practice emphasizes "incidental teaching" incorporated into children's free play. To determine if incidental teaching practices could be effective in improving children's speech, this study investigated the spontaneous speech of 12 disadvantaged children during free-play periods over eight months of a preschool program. Whenever the children selected a preschool play material, they were prompted and required to ask for it, first by name (noun), then by name plus a word that described the material (adjective-noun combination), then by use of a color adjuctive-noun combination, and finally by requesting the material and describing how they were going to use it (compound sentence). As each requirement was made, the children's general use of that aspect of language markedly increased, but little change was noted in the amount or nature of the children's interactions with teachers or their use of a set of materials to which they had free access. This study demonstrates that preschool free-play periods can be powerful "incidental teaching" periods by capitalizing on moments when children seek new play materials.
虽然语言矫正项目通常是在结构化小组环境中使用特殊材料进行的，但传统的学前教育实践强调将“随机教学”融入儿童的自由游戏中。为了确定随机教学实践是否能有效改善儿童的言语能力，本研究调查了12名处境不利儿童在一个学前教育项目的八个月自由游戏期间的自发言语。每当孩子们选择一种学前游戏材料时，他们会被提示并被要求索要该材料，首先用名称（名词），然后用名称加上一个描述该材料的词（形容词 - 名词组合），接着用颜色形容词 - 名词组合，最后通过索要该材料并描述他们将如何使用它（复合句）。随着每一项要求的提出，孩子们在该语言方面的总体使用显著增加，但在孩子们与教师互动的数量或性质，以及他们对可自由使用的一组材料的使用方面，几乎没有变化。这项研究表明，通过利用孩子们寻找新游戏材料的时刻，学前自由游戏时间可以成为强大的“随机教学”时段。
