Does improving joint attention in low‐quality child‐care enhance language development?

Abstract

This study examined effects of professional development for child‐care staff on language acquisition of children ages 14–36 months. Child‐care staff from 44 child‐care centres agreed to participate in the study. Child‐care staff from one‐half of the child‐care centres were randomly assigned to a one‐time, four‐hour workshop followed by three classroom visits over the subsequent three months. This treatment was designed to increase frequency and quality of joint attention episodes between the child‐care staff and the toddlers. Child‐care staff from the remaining 22 centres were assigned to a wait‐list control group. Toddlers (N = 121) in both the groups (n treatment = 64; n control = 57) were assessed with a measure of language acquisition after six months. While there were no significant differences on total language acquisition between groups, treatment group toddlers whose child‐care providers engaged in more frequent and longer bouts of joint attention acquired more language. The results of this study support that when child‐care staff engage in longer and higher quality bouts of joint attention with toddlers they can affect language acquisition.