Exploring a comprehensive model for early childhood vocabulary instruction: A design experiment

X. Christine WANG, Tanya CHRIST, Ming Ming CHIU

Research output: Contribution to journalArticles

7 Citations (Scopus)

Abstract

Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate its implementation. Guided by sociocultural theory and the design experiment framework, our study was conducted in one Head Start classroom and included a control class for comparison. The resulting model extends the existing instruction in several ways and effectively increases children's target vocabulary knowledge. Contextual constraints were identified (high teacher turnover, low teacher buy-in, and rigid teacher roles) and addressed by working with the teachers towards developing a community of practice. Copyright © 2013 Taylor & Francis.
Original languageEnglish
Pages (from-to)1075-1106
JournalEarly Child Development and Care
Volume184
Issue number7
Early online dateOct 2013
DOIs
Publication statusPublished - 2014

Citation

Wang, X. C., Christ, T., & Chiu, M. M. (2014). Exploring a comprehensive model for early childhood vocabulary instruction: A design experiment. Early Child Development and Care, 184(7), 1075-1106. doi: 10.1080/03004430.2013.843531

Keywords

  • Design experiment
  • Vocabulary instruction
  • Early childhood
  • Head start

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