Parental support is critical for young children’s language and literacy development. It is important that teachers are aware of this parental role. Particularly in the case of lower‐educated parents, teachers can improve their education when they engage parents in partnerships to support young children’s language development. These parents are often challenged to provide a rich Home Language Environment (HLE) with opportunities for interaction and using language. However, teachers have little experience in building partnerships with lower‐educated parents. We designed a series of interventions to establish partnerships between school and lower‐educated parents and to encourage rich parent‐child interactions. In close collaboration with teachers, principals and parents, we evaluated the application of these interventions using interviews, questionnaires and classroom observations. The results show that most teachers implemented the interventions in their classroom as intended. However, some teachers experienced problems with modelling activities to parents and stimulating parents to follow their child’s initiative. Our findings also show that parents increased their participation in parent‐child activities, showed more interactive behaviour with their child and were positive about their participation in the programme and its relevance. Furthermore, the school teams saw opportunities for continuing to work with the programme. Nevertheless, we also observed practical problems such as insufficient preparation of teachers for working with parents during pre‐service teacher education and a lack of supportive school policy. Finally, we examine how the prototype can be better adapted to the needs and resources of teachers and lower‐educated parents.

中文翻译：

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在学校和文化程度较低的父母之间建立伙伴关系，以促进幼儿的语言发展：一项形成性评估

父母的支持对于幼儿的语言和素养发展至关重要。重要的是，教师必须意识到这种家长角色。特别是对于受教育程度较低的父母，当教师与父母结成伙伴关系以支持幼儿的语言发展时，他们可以改善他们的教育。这些父母经常面临挑战，以提供一个丰富的家庭语言环境（HLE）以及进行互动和使用语言的机会。但是，教师与受教育程度较低的父母建立伙伴关系的经验很少。我们设计了一系列干预措施，以建立学校与文化程度较低的父母之间的伙伴关系，并鼓励丰富的亲子互动。在与老师，校长和家长的密切合作下，我们通过访谈评估了这些干预措施的应用，问卷和课堂观察。结果表明，大多数教师都按预期在教室中实施了干预措施。但是，一些老师在向父母进行建模活动以及激励父母遵循孩子的主动性方面遇到问题。我们的研究结果还表明，父母增加了对亲子活动的参与，表现出与孩子更多的互动行为，并对他们参与该计划及其相关性持积极态度。此外，学校团队看到了继续开展该计划的机会。然而，我们还观察到一些实际问题，例如在职前教师教育期间教师准备与父母一起工作的准备不足，以及缺乏支持性的学校政策。最后，