Do Emotionally Responsive Climates Promote Language-Rich Environments in Preschool Classrooms?

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-18 - Intersecting Social-Emotional and Academic Domains: Observational Studies of Contexts and Personal Characteristics

Abstract

Language development in early childhood relies upon a positive, nurturing social environment; however, few studies have examined language instruction in preschool through the context of social climate. In two pilot studies, we explored potential links between pedagogical practices in preschool and the quality of language instruction in the classroom. Using observational data collected in preschool classrooms, we compared scores between a newly designed assessment tool and extant measures of classroom quality and language instruction. Findings indicate positive correlations between features of emotionally responsive classroom environments and instructional quality, including language modeling. Future studies are needed to explore how these associations may impact individual children’s language skills, particularly English learners.

Authors

• Maria Accavitti, Yale University

• Chin Regina Reyes, Yale University