Exploring Conversational Patterns and Quality in Early Childhood Settings: Implications for Children's Vocabulary Learning (Poster 35): SIG-Vocabulary, 3:38 PM

• In Event: e-Lightening Ed-Talk Session 4

Abstract

This research proposal investigates the role of conversations in promoting language development in early childhood classrooms. Focusing on teacher-child interactions, the study explores the impact of different conversational patterns (conversational duet vs. chorus) on children's vocabulary learning. Data from an intervention(n=20) and control group(n=14) were collected through video recordings during book reading and centers/small group activities. Preliminary results indicate that intervention teachers engaged in more conversations with substantive feedback, suggesting that teacher behavior is modifiable. Regression models revealed differences in the relation between conversational pattern and children’s vocabulary by setting and the significance of contingent utterances in predicting children's spring vocabulary scores. The study underscores the importance of conversations and substantive feedback in enhancing language development in young children.

Authors

• JeanMarie Farrow, Fairleigh Dickinson University

• Barbara Wasik, Temple University

• Annemarie H. Hindman, Temple University

• Michael Farrow, Rowan University