Zhang, YuxinBakir-Demir, TuğçeTaumoepeau, MeleSalmon, KarenReese, Elaine2026-05-212026-05-212026-05-14Teaching and Teacher Education, ISSN: 0742-051X (Print), Elsevier BV, 179, 105596-105596. doi: 10.1016/j.tate.2026.1055960742-051Xhttp://hdl.handle.net/10292/21186This 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.© 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.http://creativecommons.org/licenses/by/4.0/3903 Education Systems39 EducationBehavioral and Social ScienceHealth Disparities and Racial or Ethnic Minority Health ResearchClinical ResearchClinical Trials and Supportive ActivitiesPediatric Research Initiative1301 Education Systems1302 Curriculum and Pedagogy1303 Specialist Studies in EducationEducation3901 Curriculum and pedagogyProfessional developmentOral language interventionEarly childhood classroomsEducator-toddler interactionsLinguistic featuresJournal ArticleOpenAccess10.1016/j.tate.2026.105596