The Quality of the Preschool Language Environment in Different Types of Settings

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-10 - Vocabulary Learning and Language Environment in Early Childhood Classrooms

Abstract

Preschool settings are an important way to try to narrow early language gaps. This study sought to investigate the quantity and quality of the language environment in family day care settings and compare that to center-based settings. Findings indicate that children in high-income home-based settings are experiencing significantly more adult words and conversational turns with an adult than children in other settings. There were no differences between the settings in the quality of the language interactions—a finding in contrast to previous research suggesting that home-based settings are lower in global quality. However, all settings scored relatively poorly on the use of strategies to model language and to support children’s learning of new vocabulary. Implications are discussed.

Authors

• Julie Dwyer, Boston University

• Sarah Yeates Arnold, Boston University

• Alessandra Ward-Goldberg, Boston University