Educators’ use of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities

References

• Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research Critique. Rev ed. Lanham, MD: Rowman & Littlefield Publishers.
   Google Scholar
• Bertsch, K. M., D. Houlihan, M. A. Lenz, and C. A. Pate. 2009. “Teachers’ Commands and Their Role in Preschool Classrooms.” Electronic Journal of Research in Educational Psychology 17 (7): 133–162.
   Google Scholar
• Davis, B., and J. Torr. 2016. “Educators’ Use of Questioning as a Pedagogical Strategy in Long Day Care Nurseries.” Early Years: An International Research Journal 36 (1): 97–111. doi:10.1080/09575146.2015.1087974.
   Web of Science ®Google Scholar
• Degotardi, S. 2010. “High Quality Interactions with Infants: Relationships with Early Childhood Practitioners’ Interpretations and Qualification Levels in Play and Routine Contexts.” International Journal of Early Years Education 18 (1): 27–41. doi:10.1080/09669761003661253.
   Google Scholar
• Degotardi, S., J. Torr, and N. Nguyen. 2016. “Infant–Toddler Educators’ Language Support Practices during Snack-time.” Australasian Journal of Early Childhood 41 (4): 52–62 http://search.informit.com.au/documentSummary;dn=619097547250550;res=IELHSS.
   Web of Science ®Google Scholar
• Dickinson, D. K., and M. V. Porche. 2011. “Relation between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-grade Language and Reading Abilities.” Child Development 82 (3): 870–886. doi:10.1111/j.1467-8624.2011.01576.x.
   PubMed Web of Science ®Google Scholar
• Fukkink, R. G., and A. Lont. 2007. “Does Training Matter? A Meta-analysis and Review of Caregiver Training Studies.” Early Childhood Research Quarterly 22: 294–311. doi:10.1016/j.ecresq.2007.04.005.
   Web of Science ®Google Scholar
• Girolametto, L., R. Weitzman, R. Van Lieshout, and D. Duff. 2000. “Directiveness in Teachers’ Language Input to Toddlers and Pre-schoolers in Day Care.” Journal of Speech, Language, and Hearing Research 43 (5): 1101–1114. doi:10.1044/jslhr.4305.1101.
   PubMed Web of Science ®Google Scholar
• Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
   Google Scholar
• Halliday, M. A. K. 1993. “Towards a Language-based Theory of Learning.” Linguistics and Education 5 (2): 93–116. doi:10.1016/0898-5898(93)90026-7.
   Google Scholar
• Halliday, M. A. K. 1994. An Introduction to Functional Grammar. 2nd ed. London: Arnold.
   Google Scholar
• Halliday, M. A. K., and C. Matthiessen. 2004. An Introduction to Functional Grammar. 3rd ed. London: Arnold.
   Google Scholar
• Hamre, B. K. 2014. “Teachers’ Daily Interactions with Children, and Essential Ingredient in Effective early Childhood Program.” Child Development Perspectives 8 (4): 223–230. doi:10.1111/cdep.12090.
   Web of Science ®Google Scholar
• Hamre, B., B. Hatfield, R. Pianta, and F. Jamil. 2013. “Evidence for General and Domain-specific Elements of Teacher–Child Interactions: Associations with Preschool Children’s Development.” Child Development 85 (3): 1257–1274. doi:10.1111/cdev.12184.
   PubMed Web of Science ®Google Scholar
• Hart, B., and T. Risley. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes Publishing.
   Google Scholar
• Hasan, R. 1992a. “Meaning in Sociolinguistic Theory.” In Sociolinguistics Today: International Perspectives, edited by K. Bolton and H. Kwok, 80–119. London: Routledge.
   Google Scholar
• Hasan, R. 1992b. “Rationality in Everyday Talk: From Process to System.” In Directions in Corpus Linguistics. Proceedings of Nobel Symposium 82 Stockholm, edited by J. Svartik, 257–307. Berlin: Walter de Gruyter.
   Google Scholar
• Hasan, R. 1996. “Semantic Networks: A Tool for the Analysis of Meaning.” In Ways of Saying Ways of Meaning (Selected Papers of Ruqaiya Hasan), edited by C. Cloran, D. Butt, and G. Williams, 104–131. London: Cassell.
   Google Scholar
• Hasan, R. 2009. “Contexts for Meaning.” In Semantic Variation: Meaning in Society and Sociolinguistics (Collected Works of Ruqaiya Hasan), edited by J. Webster, 104–131. Sheffield: Equinox Publishing.
   Google Scholar
• Hasan, R., and C. Cloran. 1990. “A Sociolinguistic Study of Everyday Talk between Mothers and Children.” In Learning, Keeping and Using Language, edited by M. A. K. Halliday, G. Gibbons, and H. Nicholas, 67–99. Amsterdam: John Benjamins.10.1075/z.lkul1
   Google Scholar
• Heath, S. B. 1982. “What No Bedtime Story Means: Narrative Skills at Home and School.” Language in Society 11: 49–76. doi:10.1017/S0047404500009039.
   Web of Science ®Google Scholar
• Heath, S. B. 1983. Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
   Google Scholar
• Hoff, E. 2003. “The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development via Maternal Speech.” Children Development 74: 1368–1378.10.1111/cdev.2003.74.issue-5
   PubMed Web of Science ®Google Scholar
• Hoff, E. 2006. “How Social Contexts Support and Shape Language Development.” Developmental Review 26: 55–58.10.1016/j.dr.2005.11.002
   Web of Science ®Google Scholar
• Howes, C. 1997. “Children’s Experiences in Center-based Child Care as a Function of Teaching Background and Adult-child Ratio.” Merrill-Palmer Quarterly 43 (3): 404–425.
   Web of Science ®Google Scholar
• Hu, J., and J. Torr. 2016. “A Study of Reasoning Talk between Australian Chinese Mothers and Their Preschool Children: What Messages are Mothers Sending?” Journal of Language, Identity and Education 15 (3): 180–193. doi:10.1080/15348458.2016.1169801.
   Web of Science ®Google Scholar
• van Kleeck, A. 2014. “Distinguishing between Casual Talk and Academic Talk Beginning in the Preschool Years: An Important Consideration for Speech-language Pathologists.” American Journal of Speech-Language Pathology 23 (4): 724–741. doi:10.1044/2014_AJSLP-14-0032.
   PubMed Web of Science ®Google Scholar
• Kontos, S., and A. Wilcox-Herzog. 1997. “Teachers’ Interactions with Children: Why are they so Important? Research in Review.” Yong Children 52 (2): 4–12.
   Google Scholar
• Kuczynski, L., and G. Kochanska. 1990. “Development of Children’s Noncompliance Strategies from Toddlerhood to Age 5.” Developmental Psychology 26: 477–491.
   Web of Science ®Google Scholar
• Matheson, A. S., and M. D. Shriver. 2005. “Training Teachers to Give Effective Commands: Effect on Student Compliance and Academic Behaviour.” School Psychology Review 34 (2): 202–219.
   Web of Science ®Google Scholar
• McCartney, K. 1984. “Effect of Quality of Day Care Environment on Children’s Language Development.” Developmental Psychology 20 (2): 244–260.10.1037/0012-1649.20.2.244
   Web of Science ®Google Scholar
• NICHD ECCRN (National Institute of Child Health and Human Development Early Child Care Research Network) 2000. “The Relation of Child Care to Cognitive and Language Development.” Child Development 71 (4): 960–980. doi:10.1111/1467-8624.00202.
   PubMed Web of Science ®Google Scholar
• O’Brien, M., and X. Bi. 1995. “Language Learning in Context: Teacher and Toddler Speech in Three Classroom Play Areas.” Topics in Early Childhood Special Education 15: 148–163. doi:10.1177/027112149501500202.
   Web of Science ®Google Scholar
• Ogilvy, C. M. 1992. “How Might Psychological Research Findings be Applied to Increase the Effectiveness of Nurseries as Learning Contexts?” Early Child Development and Care 81: 65–75.10.1080/0300443920810106
   Google Scholar
• Pellegrino, M. L. M., and A. Scopesi. 1990. “Structure and Function of Baby Talk in a Day-care Centre.” Journal of Child Language 17: 101–113.10.1017/S030500090001312X
   PubMed Web of Science ®Google Scholar
• Rogers, B. 2015. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. London: Sage.
   Google Scholar
• Rowe, M. L. 2012. “A Longitudinal Investigation of the Role of Quantity and Quality of Child-directed Speech in Vocabulary Development.” Child Development 83 (5): 1762–1774. doi:10.1111/j.1467-8624.212.1805.x.
   PubMed Web of Science ®Google Scholar
• Rudd, L. C., D. W. Cain, and T. F. Saxon. 2008. “Does Improving Joint Attention in Low-quality Child-care Enhance Language Development?” Early Child Development and Care 178 (3): 315–338. doi:10.1080/03004430701536582.
   Google Scholar
• Vernon-Feagans, L., and M. E. Bratsch-Hines. 2013. “Caregiver–child verbal interactions in Child Care: A Buffer against Poor Language Outcomes when Maternal Language Input is Less.” Early Childhood Research Quarterly 28: 858–873. doi:10.1016/j.ecresq.2013.08.002.
   PubMed Web of Science ®Google Scholar
• Williams, G. 2001. “Literacy Pedagogy Prior to Schooling: Relations between Social Positioning and Semantic Variation.” In Toward a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research, edited by A. Morais, I. Neves, B. Davies, and H. Baillie, 17–45. New York: Peter Lang.
   Google Scholar