Factors influencing the language use of preschool children in a child/parent education program

Abstract

This study examines factors that influence the language use of preschool children in a child/parent education program. The Preschool for Child/Parent Education Project was initiated to address concerns for at risk children and their families in the community of Nipawin, Saskatchewan. The families invited to participate in the program were identified as having preschool children who were potentially at risk for school success. The language experiences of four preschool children were observed as they participated in one nine-week child/parent education session. The parents, caregivers and preschool teacher were interviewed regarding their views about the language experiences of the children. The factors that emerged as having an influence on the children's use of language in the preschool program were: play center activities, direct instruction, authentic experiences, parent/caregiver involvement and teacher efficacy. Results showed that the children in the Preschool for Child/Parent Education Project experienced a program that understood the language needs of young children and the powerful influence of a supportive family. Implications are drawn concerning the benefits of providing opportunities for language development and use during the crucial preschool years in a child/parent education program. Recommendations for further research suggest recognition of the effects of early language intervention on young children with difficult life circumstances.