Date of Award:
5-2010
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Human Development and Family Studies
Department name when degree awarded
Family, Consumer, and Human Development
Committee Chair(s)
Ann M. Berghout Austin
Committee
Ann M. Berghout Austin
Committee
Shelley L. Knudsen Lindauer
Committee
Byron R. Burnham
Committee
Maria C. Norton
Committee
Thomas R. Lee
Abstract
Basic communication skills are foundational for children's success in school and are dependent largely on their language experiences early in life. The purpose of this study was to examine two professional development models and family child care providers' use of turn-taking strategies that promote language in young children. The first professional development model consisted of a 10-hour nonformal training focused on supporting early language development. The second included the nonformal training and on-site mentoring. The 48 family child care programs were randomly assigned to one of the professional development models or a control group. Hierarchical linear modeling was used to examine the average increase in the frequency of providers' use of turn-taking strategies over three observations. Results indicate that both forms of professional development support increased use of language promoting turn-taking strategies as compared to a control group. Professional development that includes on-site mentoring support appears to be related to greater increases in providers' use of informational talk and didactic utterances over training only.
Checksum
1f9c4972c5818d6221c6b66032dae914
Recommended Citation
Ota, Carrie L., "The Relationships Among Caregiver Training, Mentoring, and Turn-Taking Between Caregiver and Child in Family Child Care" (2010). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 590.
https://digitalcommons.usu.edu/etd/590
Included in
Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social and Behavioral Sciences Commons
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