Language interaction techniques for stimulating the development of at risk children in infant and preschool day care

Abstract

It is often assumed that children's language will develop normally in the average, “good” day care and home environments. In fact teachers and parents from all social backgrounds vary widely in the quality of language interaction they furnish to children in the early years. These variations, moreover, are highly correlated with how well children develop language and other skills. Over a series of research projects in both day care and the home, principles and methods have been devised that have been shown to enable both normal and at risk young children to develop high and long‐lasting competencies in language and other cognitive and social skills. The approach centers on engaging the whole child to interact with language informally in play and the ordinary routines of child care, both individually and in small groups, and emphasizing both the social, communicative and cognitive functions of language. A variety of specific techniques for use in day care are described and illustrated with several successful cases with at risk children.