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Oral language competence is fundamental to children’s academic achievement and emotional well-being, yet many children enter school with delayed language development. Early Years Practitioners can play a pivotal role in supporting language growth through high-quality interactions integrating linguistic, interactive and conceptual elements. In-service professional development can support practitioners to enhance provision, especially when its design is informed by an understanding of existing provision and the contextual factors that shape it.
This talk will present findings from a study which employed fine-grained analysis to examine the quality of language support in small-group practitioner–child interactions in English nurseries. Interactive and conceptual features of practitioner input – including prompt use, extensions and expansions of child language, conversational exchanges and the use of decontextualized language – were examined across three content-rich activity contexts: text-and-picture book sharing, wordless book sharing, and toy play. Comparisons across these contexts highlight their relative affordances for language learning and identify priorities for professional development and practice. The presentation will also discuss the methodological challenges of capturing language support through a bespoke coding approach and consider pathways for future refinements.
Teams link: teams.microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja
