Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning

Abstract

Adult interactions with young children provide important language experiences necessary for children to develop the early precursor skills to be ready to read. This study examines the complexity of preschool and kindergarten teachers’ syntax and the relations between teachers’ syntax and children’s vocabulary development. Thirty-three teachers’ syntax was examined during three instructional contexts: book reading, morning message, and small-group activities. Results suggest that, in general, few teacher background factors were systematically linked to more complex syntax in the classroom, although teachers of minority backgrounds used more complex syntax. Teachers’ syntax was not related to global classroom quality, suggesting that syntax represents a unique facet of the learning environment. Finally, a significant relation emerged between the complexity of teachers’ syntax and children’s vocabulary development, beyond the effects of a series of teacher and child covariates, including classroom quality. This association was driven particularly by the complexity of teachers’ language during morning message and small groups. Together, the results imply that complex syntax is an important source of linguistic information for word learners, and that teachers’ syntax may be another, often overlooked but potentially malleable dimension of classroom quality.