ABSTRACT

This study draws on four case studies of young children in order to explore the relationship between children’s action schema [Athey, C. (1990). Extending though in young children: A parent-teacher partnership. London: Paul Chapman] and their developing speech, language and communication. What emerged was a connection through children’s thinking and thoughts, with a recognition that practitioners might further support early speech, language and communication development through careful consideration of children’s ‘conceptual concerns’ [Atherton, F., & Nutbrown, C. (2013). Understanding Schemas and young children from birth to three. London: Sage].

摘要

本研究借鉴了四个幼儿案例研究，以探索儿童行动图式之间的关系 [Athey, C. (1990)。在幼儿中扩展：家长与教师的伙伴关系。伦敦：Paul Chapman] 及其发展中的演讲、语言和交流。出现的是通过儿童的思维和思想建立的联系，并认识到从业者可以通过仔细考虑儿童的“概念问题”来进一步支持早期言语、语言和交流的发展[Atherton, F., & Nutbrown, C. (2013)。了解 Schemas 和幼儿从出生到三岁。伦敦：圣人]。