Improving Language Support for Infants and Toddlers

Abstract

Language skills are vital to children's learning and well-being, and the first 5 years of life are an especially critical time for language acquisition. Research suggests that when early childhood teachers create language-rich environments, children develop stronger receptive and expressive language abilities, especially children from low-income households who are more at risk for language delays. This study investigated the effects of a 10-week professional learning intervention focused on language-based interactions in early care and education settings that serve infants and toddlers on state childcare subsidy. The intervention with childcare providers was titled Filming Interactions to Nurture Development (FIND), which utilized video-based reflective practices to promote positive interactions between providers and children. Using a treatment–control design (control: n = 44; treatment: n = 42), we compared childcare providers' language practices. Provider language use was measured using the Language Environment Analysis (LENA), a wearable digital language processer. Results indicate that, as compared with the control group, FIND participation was associated with increased adult word count and conversational turns in facilities that serve the most vulnerable children. These results suggest the utility of video-based professional learning and automated data collection for supporting providers' positive interactions and improving the quality of infant/toddler programs.