Martine van der Pluijm

66 Chapter 3 The prototype to establish SFPs in support of young children’s language development The prototype of the intervention consisted of the five design principles of the conceptual framework that were translated into intended teacher behavior and accompanied by tools to support teachers’ actions (see Figure 3.1). FIGURE 3.1: Operationalization of design principles Design principle Intended teacher behavior Tool 1. Assess the HLE of pupils Teachers gather information about parental backgrounds and their interactions with their child. Class inventory list 2. Establish a school policy that includes SFP procedures in support of child language development Teachers systemize their SFP procedures (informal contact, introductory conferences, etc.). SFP procedures guidelines 3. Establish reciprocal relationships with parents Teachers show inviting behavior to involve parents during informal and formal procedures (e.g., introductory conferences with parents). Reciprocal communication guidelines 4. Arrange regular interactive parent-child activities Teachers conduct weekly parent-child activities that stimulate interaction adapted to the parents’ needs. Parent-child activity checklist 5. Stimulate language strategies to support the parent-child interaction Teachers explain and model how parents can stimulate and expand the child’s use of oral language. Oral language strategy guidelines Professionalization strategy Teachers were guided by a series of professionalization activities for each of the five design principles aimed to stimulate them to develop an integrated reference frame of working with parents (Dee Fink, 2013). We distinguished two main domains of professionalization. First, we focused on teachers’ knowledge (e.g., information about the impact of the parental role on children’s language development) and skills to work with parents (e.g., reciprocal communication strategies or modeling) and their ability to integrate this knowledge and skills (e.g., evaluating design principles and linking theory to design new solutions). Second, we focused on teachers’personal development, consisting of improved understanding of one’s self and relevant others (e.g., teachers assess their own performance critically or use observations of parents to adjust their own views), dedication to this new aspect of their profession (e.g., showing timely and responsive behavior towards parents), and awareness of one’s preferred learning style (e.g., identifying ways and needs to continue learning).