This qualitative phenomenological study examined the perceptions and lived experiences of 20 early childhood teachers as they supported the oral language development of children living in poverty. The participants were employed in high-poverty schools in the state of Illinois. The experiences and perceptions were analyzed from interview and observation data gathered from participants. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of early childhood teachers as they supported the oral language development of children growing up in poverty. The information gathered during interviews and classroom observations revealed four emergent themes regarding teachers’ perceptions of the language development of children in poverty (a) language exposure, (b) home life, (c) lack of resources, and (d) types of classroom support contribute to the phenomena. The extrapolation of themes led to an essential structure used to develop several recommendations towards improving the language development of children growing up in poverty. Recommendations included (a) extend parental outreach programs, (b) provide professional development opportunities for teachers, and (c) provide adequate resources to enhance targeted intervention opportunities for children growing up in poverty. The findings and recommendations presented can be used as a basis for future research on this topic.
|Commitee:||Sanders, Rebecca, Sweeney, Doris|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Sociolinguistics, Language|
|Keywords:||Language development, Oral language, Poverty, Vocabulary development|
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