Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children's early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators' knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children's vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment‐to‐moment instruction in support of children's vocabulary development. Results indicate that educators were thinking in highly context‐specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research‐based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed.

中文翻译：

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超越定义：学前教育工作者在词汇教学的教学推理中使用知识

先前对早期教育者的知识和早期儿童环境中对词汇发展的支持进行调查的研究表明，教育者的知识和制定的实践都不是最优的，这对儿童的早期词汇学习和后来的阅读成绩产生了严重的影响。此外，教育者的知识与实践之间的关系的性质尚不清楚，这使得很难识别出改善知识，实践和儿童词汇成果的最佳途径。本研究的目的是通过使用刺激的回忆访谈和扎实的方法来研究10名学龄前教育者如何利用他们的知识来决定他们的瞬间教学以支持儿童的学习，从而增加现有的文献。的词汇发展。结果表明，教育者在考虑到他们与孩子一起的教学历史以及孩子们自己的重要知识后，正在以高度特定于情境的方式思考他们支持词汇学习的目标和策略，以告知他们当下的决策。此外，他们报告了关于支持词汇学习的基于研究的目标和策略的思考，而不仅仅是为儿童定义单词。讨论了对研究和专业发展的影响。考虑到他们与孩子一起的教学历史以及孩子自己的重要知识，以帮助他们立即做出决策。此外，他们报告了关于支持词汇学习的基于研究的目标和策略的思考，而不仅仅是为儿童定义单词。讨论了对研究和专业发展的影响。考虑到他们与孩子一起的教学历史以及孩子自己的重要知识，以帮助他们立即做出决策。此外，他们报告了关于支持词汇学习的基于研究的目标和策略的思考，而不仅仅是为儿童定义单词。讨论了对研究和专业发展的影响。