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Kia Tīmata Pai Video Project: Impact of an Oral Language Intervention (ENRICH) on Linguistic Aspects of Educator-Toddler Interactions

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aut.relation.articlenumber105596
aut.relation.endpage105596
aut.relation.journalTeaching and Teacher Education
aut.relation.startpage105596
aut.relation.volume179
dc.contributor.authorZhang, Yuxin
dc.contributor.authorBakir-Demir, Tuğçe
dc.contributor.authorTaumoepeau, Mele
dc.contributor.authorSalmon, Karen
dc.contributor.authorReese, Elaine
dc.date.accessioned2026-05-21T20:47:10Z
dc.date.available2026-05-21T20:47:10Z
dc.date.issued2026-05-14
dc.description.abstractThis 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.
dc.identifier.citationTeaching and Teacher Education, ISSN: 0742-051X (Print), Elsevier BV, 179, 105596-105596. doi: 10.1016/j.tate.2026.105596
dc.identifier.doi10.1016/j.tate.2026.105596
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/10292/21186
dc.languageen
dc.publisherElsevier BV
dc.relation.urihttps://www.sciencedirect.com/science/article/pii/S0742051X26002192
dc.rights© 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.
dc.rights.accessrightsOpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subject3903 Education Systems
dc.subject39 Education
dc.subjectBehavioral and Social Science
dc.subjectHealth Disparities and Racial or Ethnic Minority Health Research
dc.subjectClinical Research
dc.subjectClinical Trials and Supportive Activities
dc.subjectPediatric Research Initiative
dc.subject1301 Education Systems
dc.subject1302 Curriculum and Pedagogy
dc.subject1303 Specialist Studies in Education
dc.subjectEducation
dc.subject3901 Curriculum and pedagogy
dc.subjectProfessional development
dc.subjectOral language intervention
dc.subjectEarly childhood classrooms
dc.subjectEducator-toddler interactions
dc.subjectLinguistic features
dc.titleKia Tīmata Pai Video Project: Impact of an Oral Language Intervention (ENRICH) on Linguistic Aspects of Educator-Toddler Interactions
dc.typeJournal Article
pubs.elements-id761839

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