What do educators know about language development and language support practices in toddler classrooms ?

Background: Language development during the early years is influenced by the quality of educator-child interactions (Anderson et al., 2021; Hoff, 2006). When critical language skills are shaped (Hoff, 2013; Shonkoff & Phillips, 2000), educators play an essential role in fostering early development. Responsive and high-quality interactions have been shown to facilitate language development (Girolametto & Weitzman, 2002; Rowe & Snow, 2020). However, educators lack specific knowledge of language development and evidence-based strategies (e.g., expansions, recasts), limiting their ability to support children’s language development effectively (Cash et al., 2015; Degotardi & Gill, 2019). These knowledge gaps are problematic for identifying and preventing communication challenges in at-risk children (Letts et al., 2003). Despite the critical role of educator (Law & Levickis, 2018), little data exists on their knowledge in toddler classrooms. Objectives: This study assesses educators' knowledge of language development by domain (e.g., phonology, lexicon) and their knowledge of language support practices (e.g., recasts, expansions). It also examines the relationship between their knowledge and confidence in applying these practices. Methodology: In 40 French toddler classrooms, 72 educators completed a questionnaire that measured their knowledge of children's language development by domain (e.g., phonology, lexicon) and their language support practices (e.g., recasts, expansions). Educators also reported their confidence in their responses using a 4-point Likert scale. Descriptive statistics were used to evaluate knowledge accuracy across language domains for language development and language support strategies and confidence pattern. Results: We expect inconsistencies in educators' knowledge within the same language domains and a mismatch between their confidence and response accuracy (Houben et al., 2024). Practice or Policy: Improving educators’ knowledge of language development and evidence-based practices is essential for preventing language and communication difficulties. Targeted training programs can address knowledge gaps and enable educators to apply effective strategies across various activity settings in toddler classrooms.