对教学辅助人员进行简短的在线对话书籍分享培训的可行性和可接受性
Judy Hutchings1, Rebecca Lothian1, Anwen Jones1
1Centre for Evidence Based Early Intervention, Bangor University, Bangor LL57 2DG, UK.
教学助理 (TA) 的在线培训提高了儿童的口语语言技能. 这种简短,易于使用的干预措施对幼儿教育有希望,提高TA能力和儿童语言成果.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 英国学校中越来越多的儿童表现出明显的口语语言缺陷,COVID-19大流行加剧了这种情况.
- 小学教育的基础阶段对于解决这些语言障碍至关重要.
- 由教学助理 (TA) 领导的干预措施在TA获得适当的培训和支持时显示出潜力.
研究的目的:
- 评估一个简短的可行性,在线对话书籍共享培训的TAs.
- 为了确定这项培训是否有效地提高了TA的技能.
- 评估TA培训对3至7岁儿童语言成绩的影响.
主要方法:
- 五所北威尔士小学提名TA参加两个半天的在线培训课程.
- 十一个TA-儿童双参与了这项研究.
- 收集的数据包括招聘,培训可接受性,TA能力,TA行为以及儿童语言和行为结果在培训前,培训后和随访期间.
主要成果:
- 学校和TA的招聘取得了成功,对培训的TA反是积极的.
- 对于TA技能和儿童表达语言,观察到小到大效果大小.
- 在辅导员使用反射和儿童语言能力方面,在培训后发现了显著的积极效应,尽管这些效应在随访时减少了.
结论:
- 在线对话式书籍分享培训是学校可行的和可访问的方法.
- 这种培训可以通过提高TA的技能来加强基于学校的预防基础设施.
- 该研究提供了积极的证据,证明TA的专业化有助于改善早期语言发展.
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