Table_1_Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development.docx

The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from N = 28 kindergarten groups in N = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with N = 281 children (mean age = 49.82 months, range = 33-66 months at T1, mixed SES) who were individually tested using objective tests on grammar, vocabulary and working memory before (T1) and after the FTT intervention (T2), and in a follow-up about one year after T1 (T3). After propensity matching was applied, multilevel models demonstrated that the children taught by the intervention group teachers made faster progress in their understanding of sentences, their application of morphological rules, and their memory for sentences when numerous covariates (child age, gender, behavioral self-regulation, multilingual upbringing, and family SES) were controlled. Results suggest that complex language processing abilities in young children can be promoted by a teacher-led intervention in early childhood education. Improved language skills will further all children's academic and social success in school.

情感思考与交谈（FTT）干预措施之设计，源于早期儿童时期被视为培养幼儿语言技能的关键时期。该干预措施涉及对N = 28个幼儿园班级的N = 13所德国幼儿园的教师进行语言支持策略（LSS）的教学，旨在其日常与幼儿的交流中使用。FTT干预措施在N = 281名儿童（平均年龄 = 49.82个月，T1时年龄范围为33-66个月，社会经济地位混合）的常规控制组设计中进行了评估，这些儿童在FTT干预前（T1）和干预后（T2）以及T1后约一年时（T3）均接受了针对语法、词汇和工作记忆的客观测试。在应用倾向性匹配后，多层次模型显示，接受干预组教师教学的儿童在控制多种协变量（儿童年龄、性别、行为自我调节、多语言养育和家庭社会经济地位）的情况下，在句子理解、形态规则的应用以及句子记忆方面取得了更快的进步。结果表明，通过学前教育中的教师主导干预，可以促进幼儿复杂语言处理能力的发展。语言技能的提升将进一步促进所有儿童在学校中的学术和社会成功。