Tell Me More: Teacher Language During Playtime in Head Start Classrooms

• In Event: Early Childhood Teacher-Student Interactions

Abstract

Play is essential for the development of the literate, numerate, socially adept, whole child (Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009). Play and language are intimately interconnected, and free playtime is an opportunity for preschool teachers to engage in child-initiated, relevant, and developmentally appropriate conversations with children.
This study examines the amount, sophistication, and intent of teacher language during playtime in Head Start classrooms. While the amount of teacher language was not significantly different for classrooms that facilitate playtime consistent with Playful Learning (ibid) and those that do not, that language was qualitatively different in ways that may matter for children’s language development. This work has implications for preschool policy and for teacher preparation and professional development.

Author

• Judy Hicks, Stanford University