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Preschool Teachers' Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building

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Title: Preschool Teachers' Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building
Language: English
Authors: Susan B. Neuman (ORCID 0000-0002-3065-1678), Lauren Krieger, Tanya Kaefer, Hugo Gonzalez-Villisanti
Source: Early Education and Development. 2025 36(5):1134-1155.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Interpersonal Communication, Preschool Children, Language Acquisition, Knowledge Level, Audio Equipment, Preschool Education, Classroom Environment, Self Efficacy, Language Usage, Difficulty Level, Teacher Attitudes
DOI: 10.1080/10409289.2025.2503024
ISSN: 1040-9289
1556-6935
Abstract: Research Findings: Preschool teachers' child-directed talk has a powerful and enduring impact on young children's language and knowledge development. This study examines the extent to which teachers engaged in talk that supports children's language and knowledge-building, and how it might vary in different instructional contexts in classrooms. Using a cutting-edge open-source tool that could automatically identify the characteristics of teachers' child-directed talk through voice recording, language experiences over a typical morning hour in 97 4-year-old classrooms were recorded from a variety of federal, state, and private preschool programs. In addition, a classroom literacy environmental checklist and a survey indicating the teachers' confidence in teaching language experiences were collected following the recording. Results revealed that the quality of linguistically and cognitively challenging talk was strikingly low. Instructional time was primarily devoted to alphabetics, with a stark paucity of opportunities for children to acquire the language and content knowledge essential for later learning. Despite this finding, however, teachers overwhelmingly indicated their confidence in engaging children in language-rich activities. Practice or Policy: These findings suggest that teachers will need more professional development and content-rich curricular support for creating a language-rich environment. Further, integrating language development metrics into early learning standards and screening assessments could incentivize stronger classroom discourse policies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494324
Database: ERIC
FullText Text:
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  Data: Preschool Teachers' Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Susan+B%2E+Neuman%22">Susan B. Neuman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3065-1678">0000-0002-3065-1678</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Krieger%22">Lauren Krieger</searchLink><br /><searchLink fieldCode="AR" term="%22Tanya+Kaefer%22">Tanya Kaefer</searchLink><br /><searchLink fieldCode="AR" term="%22Hugo+Gonzalez-Villisanti%22">Hugo Gonzalez-Villisanti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Education+and+Development%22"><i>Early Education and Development</i></searchLink>. 2025 36(5):1134-1155.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 10.1080/10409289.2025.2503024
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  Data: 1040-9289<br />1556-6935
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research Findings: Preschool teachers' child-directed talk has a powerful and enduring impact on young children's language and knowledge development. This study examines the extent to which teachers engaged in talk that supports children's language and knowledge-building, and how it might vary in different instructional contexts in classrooms. Using a cutting-edge open-source tool that could automatically identify the characteristics of teachers' child-directed talk through voice recording, language experiences over a typical morning hour in 97 4-year-old classrooms were recorded from a variety of federal, state, and private preschool programs. In addition, a classroom literacy environmental checklist and a survey indicating the teachers' confidence in teaching language experiences were collected following the recording. Results revealed that the quality of linguistically and cognitively challenging talk was strikingly low. Instructional time was primarily devoted to alphabetics, with a stark paucity of opportunities for children to acquire the language and content knowledge essential for later learning. Despite this finding, however, teachers overwhelmingly indicated their confidence in engaging children in language-rich activities. Practice or Policy: These findings suggest that teachers will need more professional development and content-rich curricular support for creating a language-rich environment. Further, integrating language development metrics into early learning standards and screening assessments could incentivize stronger classroom discourse policies.
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  Data: 2026
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Language Usage
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