Sonia Q. Cabell|Laura M. Justice|Anita S. McGinty|Jamie DeCoster|Lindsay D. Forston
Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development
University of Virginia|The Ohio State University|University of Virginia|University of Virginia
study used novel method examine volume quality teacherchild conversations within 44 preschool classrooms small group play sessions transcribed parsed conversations coded teachers use strategies elicited extended child talk first research aim examine extent professional development impacted teachers strategy use conversations children whereas second aim consider way teachers strategy use related gains childrens vocabulary across preschool year regarding second aim principal interest relation pattern teachers strategy use concentrated versus distributed childrens gains findings indicated professional development increased teacherchild engagement multiturn conversations childinitiated conversations teachers strategy use addition teacherchild conversations high concentration teacher elicitations extensions positively associated childrens vocabulary gains study increases understanding teacherchild conversations look like preschool settings helps advance field terms identifying features conversations may promote childrens language growth