Generative Versus Constrained Contexts: Differentiating Early Childhood Classrooms Where Children Make Above-Average Language Gains

• In Event: Early Childhood Language Practices

Abstract

We utilized an inductive approach to generate insights into factors supporting children’s language in a purposeful sample of early childhood classrooms (30 with high language gains; 30 with low language gains), drawing on methodologies from the “beating the odds” and “effective teachers” literatures. We analyzed fall and spring classroom videos to generate a theory regarding language-related classroom practices. We characterized the high gains classrooms as generative contexts and the low gains classrooms as constrained contexts. Children in generative contexts had frequent, sustained, and diverse opportunities to learn, use, and make meaning with language and concepts. Their teachers supported dynamic participation that was responsive to children’s contributions and learning needs. In contrast, these experiences were inconsistent and infrequent in constrained contexts.

Authors

• Rachel E. Schachter, University of Nebraska - Lincoln

• Clariebelle Gabas, University of Nebraska - Lincoln

• Shayne B. Piasta, The Ohio State University

• Kelly Purtell, The Ohio State University

• Laura Cutler, The Ohio State University