Enhancing Vocabulary Learning in Early Childhood: The Mediating Role of Extended-Child-Talk

• In Event: What Matters in Language Development

Abstract

In early childhood, teacher-child conversations play a crucial role in fostering language learning, particularly vocabulary development. This research examines the mediating role of extended-child-talk between conversation-facilitating (CF) strategies and vocabulary learning in prekindergarten classrooms. Thirty-four teachers’ book reading and center/small group videos were coded for CF strategies and children’s brief and extended responses during conversations. Preliminary results from book reading sessions indicate a significant positive relationship between back-and-forth conversations, emotional support, and extended-child-talk to children’s expressive vocabulary. Moreover, children with higher initial vocabulary benefited more from extended-child-talk.

Authors

• JeanMarie Farrow, Fairleigh Dickinson University

• Annemarie H. Hindman, Temple University

• Barbara Wasik, Temple University

• Michael Farrow, Rowan University