Quality of the Language-Learning Environment and Vocabulary Development in Early Childhood

Abstract

This study aims to enhance our knowledge of the associations between the quality of the language-learning environment in toddler childcare groups and children's vocabulary development from age 3 to age 5. Participants were 1,131 children (48% girls; age at T1 assessment: M = 35.5 months, SD = 2.7; age at T2 assessment: M = 60.3 months, SD = 1.4) from 206 toddler groups from 93 centres. Multilevel analysis showed that the quality of the language-learning environment experienced in toddler groups was associated with verbal ability at age 5 when controlling for verbal ability at age 3 and the quality experienced in kindergarten groups at age 5. These results indicate that toddler language-learning environments characterised by responsive staff, extended talk, and facilitating conversations promote vocabulary development. The effect, albeit small in magnitude, points to the importance of a rich and varied language-learning environment during the early years. Implications for policy and practice are discussed.

Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3

“…The current study showed that items related to oral language learning and interaction have high ECERS-3 scores. The results are consistent with other studies using the ECERS-3 (Early et al, 2018) and the Infant/toddler Environment Rating Scale (ITERS-R) (Bjørnestad & Os, 2018;Hansen & Broekhuizen, 2020), indicating that language development goals are and should be a great priority in preschool activities. Yet, the results in this study showed a positive correlation among the oral language items and items of Individualized teaching and Staff-child interactions included in the subscale Learning activities.…”

“…Consequently, preschool teachers' competence to teach and create good conditions for children's learning becomes a critical aspect of preschool quality. A high-quality language learning environment is characterized by engaged and competent teachers who extend children's talk, facilitate dialogue and communication, and promote vocabulary development in everyday situations (Hansen & Broekhuizen, 2020). However, despite intentions in the Swedish preschool curriculum and widespread research, children's books are, for example, rarely used for teaching purposes or as a source for learning in Swedish preschools (Alatalo & Westlund, 2019;Sheridan et al, 2020).…”

Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency

“…Compared with children with parents, Chinese left-behind children feel more vulnerable, so teachers need to consider providing them with close attention and gentle care in preschools (Chang et al, 2019). In the absence of an effective and supportive home learning environment, well-organized classroom activities and effective support become more important attributes to increase the interaction opportunities between teachers and peers and, as a consequence, to improve children's vocabulary proficiency (Hansen and Broekhuizen, 2020).…”

“…In the United States, Hartman et al (2017) showed that there was a positive correlation between mothers' oral language ability and children's receptive language outcomes. More recently, Hansen and Broekhuizen (2020) found that the early childhood learning environment (i.e., early childhood centers and preschools), quality of staff interactions and conversation support had a significant influence on young children's language skills. According to a Chinese study (Hu et al, 2020), teachers' emotional support has a close relationship with the vocabulary of children from 3 to 5 years of age.…”

Upaya Meningkatkan Kosa Kata pada Anak Usia Dini melalui Permainan Tradisional Pancasila Lima Dasar

“…Mengembangkan perkembangan bahasa anak melalui permainan sebaiknya dijelaskan secara struktur, dan penggunaan kalimat yang baik dan mudah dipahami oleh anak, khususnya mengingkatkan kosa kata anak. Kosa kata anak dapat meningkat jika pendidik atau orang tua menggunakan pembelajaran atau stimulasi yang tepat dan menarik bagi anak (Chen & Chan, 2019;Hansen & Broekhuizen, 2021). Salah satu stimulasi yang dapat dikembangkan melalui permainan tradisional (Junaedah et al, 2020;Pic et al, 2019).…”