Abstract
Most educators are aware of the significance of the learning and development that occurs in a child’s first three years of life, of which language interactions play a huge part. Yet, evidence suggests wide variation in observed educator language interactions with infants and toddlers in early childhood education and care (ECEC) settings. In this study 16 educators engaged in a
professional development (PD) program aimed at enhancing language interactions with infants and toddlers. Over the period of the study, educators’ average number of words spoken increased by 52%, and conceptual language use increased by 135%. This article presents the stories of two participating educators selected to illustrate contrasting levels of qualifications and
experience and differences in their amount and richness of talk with young children at the commencement of the study. Their stories demonstrate how language interactions can be enriched through targeted PD.
professional development (PD) program aimed at enhancing language interactions with infants and toddlers. Over the period of the study, educators’ average number of words spoken increased by 52%, and conceptual language use increased by 135%. This article presents the stories of two participating educators selected to illustrate contrasting levels of qualifications and
experience and differences in their amount and richness of talk with young children at the commencement of the study. Their stories demonstrate how language interactions can be enriched through targeted PD.
| Original language | English |
|---|---|
| Pages (from-to) | 15-19 |
| Number of pages | 5 |
| Journal | The First Years Ngā Tau Tautahi : New Zealand journal of infant and toddler education |
| Volume | 26 |
| Issue number | 1 |
| Publication status | Published - 31 Oct 2024 |