Language Learning in Context

Abstract

Interventions to promote language development in young children are increasingly being delivered within natural environments. In classroom-based programs, free play is often the setting for intervention. Recent research suggests that play context, defined by types of toys available, affects the language and interactive style of both adults and children. In this study, both teacher speech toward toddlers and toddler speech were recorded and analyzed in three classroom play contexts: doll/house play, block/truck play, and large motor play. Significantly different language-use patterns by teachers were found in each area, and these were associated with differences in the rate and nature of child language. Teachers may be best able to implement practices to facilitate child language in play contexts that are compatible with the desired learning goals.