Kia Tīmata Pai Video Project: Impact of an Oral Language Intervention (ENRICH) on Linguistic Aspects of Educator-Toddler Interactions
Date
Authors
Zhang, Yuxin
Bakir-Demir, Tuğçe
Taumoepeau, Mele
Salmon, Karen
Reese, Elaine
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier BV
Abstract
This study investigated the impact of an educator-implemented oral language intervention, Enhancing Rich Interactions (ENRICH), on linguistic aspects of educator-toddler interactions. Twenty-four early childhood classrooms were assigned to either ENRICH or an Active Control condition; ENRICH educators received professional development in serve-and-return interactions. For book-reading, results revealed effects of ENRICH for educators' shorter conversational turn length and children's increased utterances over time. An exploratory analysis further showed a more balanced child-to-educator conversational turn ratio during book-reading in ENRICH centers. However, there were no significant effects of ENRICH for linguistic aspects of educator-toddler interactions in mealtime, play, group, and diapering/toileting contexts. Professional development programs aimed at improving educator-toddler interactions should consider focusing on specific contexts where the intervention shows promise, alongside strengthening components targeting speech quality across daily routines.Description
Keywords
3903 Education Systems, 39 Education, Behavioral and Social Science, Health Disparities and Racial or Ethnic Minority Health Research, Clinical Research, Clinical Trials and Supportive Activities, Pediatric Research Initiative, 1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education, Education, 3901 Curriculum and pedagogy, Professional development, Oral language intervention, Early childhood classrooms, Educator-toddler interactions, Linguistic features
Source
Teaching and Teacher Education, ISSN: 0742-051X (Print), Elsevier BV, 179, 105596-105596. doi: 10.1016/j.tate.2026.105596
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© 2026 The Authors. Published by Elsevier Ltd. This is an open access article distributed under the terms of the Creative Commons CC-BY license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. You are not required to obtain permission to reuse this article.