Martine van der Pluijm

174 Chapter 6 implications for researchers. Based on the studies presented in this thesis and two follow-up studies (Van der Pluijm, 2019; 2020), we will now discuss practical implications for teachers, coaches, and policymakers that can be helpful for improving the implementation of AHL and scaling up. Enhanced implementation of the seven steps of AHL The results of our research revealed leads for teachers to improve their work with AHL. First, we concluded that teachers could improve their adaptive approach by learning more about parent-child interactions at home and establishing enhanced reciprocal relationships with lower-educated parents (see Chapter 4). Second, we found that teachers can enrich parent- child interactions by implementing talk and play activities with a specific nature (see Chapter 5). We have recommendations for teachers to improve their work on these two aspects by following the AHL steps. Improving the adaptive approach The first four steps of AHL can be used to improve the link between the roles of teachers and parents. Teachers can enhance their adaptive approach towards families by conducting additional home visits as a structural part of their work. First, meeting parents and children in their home environment allows more insight into the HLE [Step 1: Assess the HLE] . Some teachers who participated in our studies reported the added value of meeting parents and children in their home environment and seeing how and with whom they live. Home visits allow teachers to become familiar with the specific patterns that characterize the quality of the parent-child interaction (e.g., the involvement of the child during the visit, parental sensitive responsiveness). It can also provide the opportunity to learn more about the family activities that promote child language, what they enjoy doing together and the materials that are available at home (e.g., play material, books for children) (Manz et al., 2010). We recommend that home visits be integrated in SFP procedures [Step 2: Involve parents and colleagues in SFP procedures in support of child language development] that teachers establish at the start of the school year. Planning these home visits can become one of the subjects for alignment with parents, making sure that these visits are achievable for families and teachers, and respecting the restrictions that may occur (e.g., work schedules). Timely alignment with colleagues may help to create opportunities in school schedules to realize these visits, for example, by timely reserving time slots for home visits. Conducting home visits can also contribute to building relationships [Step 3: Build reciprocal relationships with parents] between teachers and parents and between teachers and children (Stetson, Stetson, Sinclair, & Nix, 2012). Teachers are recommended to prepare questions that