Identification of interaction profiles in kindergarten to support language development

Optimal language development depends on language experiences of preschool children. In Belgium, 97% of children from 3 to 5 years old attend school most of the day. School has thus a key role in language development, especially for children who have insufficient language experiences at home. Current Belgian and International studies found that language skills are not enough stimulated at school, confirming the need to study variables which influence the language interactions. The quality level of language interaction is influenced by teachers’ characteristics, teachers’ knowledge of language development, self-evaluation of education practices and reported education practices. Considering these inter-individual differences, this research aims to evaluate how to improve language support in preschool classes. For this purpose, we will evaluate the current quality level of language interaction between teachers and children with CLASS PreK tool. From this general level of interaction quality, we will assess whether different interaction profiles emerge among the teachers. Different profiles would indicate different needs in terms of language support. Understanding these individualized needs is essential for the implementation of any professional development.