Support of language and communication in the ‘Tambour situation’ in Swedish preschools

Figures & data

Table 1. Overview of the observed preschool groups in the ‘Tambour situation’.

Observed preschool-groups in the ‘Tambour situation’	Number of children	Age of children	Staff (number of adults)
Preschool group 1	6	1–3 years	2
Preschool group 2	6	3–5 years	2
Preschool group 3	9	3–5 years	2
Preschool group 4	10	1–3 years	2
Preschool group 5	10	3–5 years	2
Preschool group 6	7	1–3 years	3
Preschool group 7	6	1–2.5 years	2
Preschool group 8	10	1–3 years	2
Preschool group 9	12	2.5–5 years	2

Table 2. Differences between observed Physical Language Learning Environment support items before and after the staff’s collegial discussions.

Items	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6	Group 7	Group 8	Group 9
Open space	0 (1)*	0 (0)	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (0)	0 (1)*	0 (0)
Defined learning areas	0 (0)	0 (1)*	0 (0)	1 ( 0)	0 (0)	0 (1)*	0 (0)	0 (1)*	1 (0)
Labelled learning areas: pictures/words	0 (0)	0 (1)*	0 (1)*	0 (1)*	0 (0)	0 (1)*	1 (0)	1 (0)	0 (0)
Quiet areas	0 (0)	0 (0)	0 (1)*	0 (1)*	0 (0)	0 (1)*	0 (0)	0 (0)	0 (0)
Children’s work displayed/labelled	0 (0)	0 (0)	0 (1)*	0 (0)	1 (0)	0 (0)	−1	1 (0)	0 (1)*
Comments on displayed items	0 (0)	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (0)	0 (1)*	0 (1)*	0 (1)*
Book specific areas	0 (0)	0 (0)	0 (0)	0 (0)	1 (0)	1 (0)	0 (0)	0 (0)	0 (0)
Literacy specific areas	0 (1)*	0 (1)*	0 (1)	0 (1)	0 (1)	1 (0)	0 (0)	0 (1)*	0 (1)*
Transition times with appropriate noise levels	0 (1)*	0 (1)*	0 (1)*	1 (0)	0 (1)*	0 (1)*	0 (1)*	0 (1)*	−1

Note: Bold figures = items introduced after collegial discussions. Figures in the parenthesis = times the items occurred before collegial discussions.

*Indicate that items were observed both before and after the staff’s collegial discussions.

Table 3. Differences between observed Physical Language Learning Environment support items before and after the staff’s collegial discussions.

Items	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6	Group 7	Group 8	Group 9
Noise levels, hear with ease	0 (1)*	0 (1)*	0 (1)*	1 ( 0)	0 (1)	0 (1)	0 (1)	0 (1)	−1
There is good light	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (1)*	0 (1)*
Majority learning resources labelled pictures/words	1 (0)	0 (1)*	0 (1)*	0 (1)*	1 (0)	0 (1)*	1 (0)	0 (1)*	0 (1)*
Free play items reached by the children	0 (0)	0 (0)	0 (0)	0 (0)	1 (0)	0 (0)	0 (0)	0 (0)	0 (0)
Appropriate range of books is available	0 (0)	0 (0)	0 (0)	0 (0)	0 (1)*	0 (0)	0 (0)	0 (0)	0 (0)
Interesting books available in other learning areas	0 (0)	0 (0)	0 (0)	0 (0)	0 (1)*	0 (0)	0 (0)	0 (0)	0 (0)
Quality natural toys, available	0 (0)	0 (0)	0 (1)*	0 (1)*	0 (0)	0 (1)*	0 (0)	0 (0)	0 (0)
Musical instruments, noise makers available	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	1 (0)	0 (0)
Role play area is available	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)	0 (0)

Note: Bold figures = items introduced after collegial discussions. Figures in the parenthesis = times the items occurred before collegial discussions.

*Indicate that items were observed both before and after the staff’s collegial discussions.

Table 4. Differences between observed Language Learning Interactions items before and after the staff’s collegial discussions.

Items	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6	Group 7	Group 8	Group 9
Supporting listening skills	3	1	0 (0-0)	−2	−2	4	1	1	0
Encouraging use of new words	2	0 (0-0)	0 (2-2)	0 (0-0)	0 (3-3)	0 (0-0)	2	2	−1
Praising non-verbal communication	−1	2	0 (0-0)	2	3	3	−2	0 (3-3)	0 (1-1)
Encouraging turn-taking	0 (0-0)	−1	2	−1	−1	2	−3	2	−1
Using symbols (pictures) to reinforce language	−1	0 (5-5)*	0 (0-0)	0 (0-0)	4	5	0	5	0
Using contrasts	0 (0-0)	2	2	4	3	0 (3-3)	−1	5	3
Providing clear language choices	0 (0-0)	1	1	3	2	1	−2	3	−1
Labelling unfamiliar items/actions	1	0 (4-4)	4	0 (0-0)	5	−2	−4	3	−1
Using natural gestures	2	3	−1	−1	2	2	1	2	−1
Extending children’s language	−2	2	1	1	2	2	−2	2	−3
Oral scripting of activities	2	0 (5-5)*	−1	0 (0-0)	−1	2	1	2	−1
Pauses to encourage turn-taking and active participation.	1	0 (5-5)*	0 (5-5)*	−2	0 (5-5)*	0 (5-5)*	0 (2-2)	−3	0 (2-2)
Modelling language that the children are not producing yet.	3	−2	3	−5	0 (5-5)*	0 (5-5)*	0 (5-5)*	3	−2
Imitating what child says more or less exactly.	0 (5-5)*	0 (5-5)*	0 (2-2)	2	0 (3-3)	0 (5-5)*	−3	0 (5-5)*	−2
Using open questions	0 (4-4)	0 (5-5)*	−1	0 (0-0)	0 (5-5)*	0 (5-5)*	0 (4-4)	0 (5-5)*	−1
Slow pace during conversations	2	0 (5-5)*	−2	−2	0 (5-5)*	1	0 (3-3)	2	0 (4-4)
Getting down to child’s level	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (3-3)	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*
Commenting on childreńs communication	0 (5-5)*	−1	−1	−3	0 (5-5)*	0 (5-5)*	0 (5-5)*	1	−3
Confirming children’s intentions	0 (5-5)*	0 (5-5)*	0 (5-5)*	−3	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*
Using children’s name	0 (5-5)*	0 (5-5)*	0 (5-5)*	−1	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*	0 (5-5)*

Note: Bold figures = the interactions occurred most often after collegial discussions. Figures in the parenthesis = times the interactions occurring before collegial discussions.

*Indicate items that were observed most often both before and after the staff’s collegial discussions.