Research in the News to Know

  • Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development. Findings indicated that professional development increased teacher–child engagement in multi-turn conversations, child-initiated conversations, and teachers’ strategy use. In addition, teacher–child conversations with a high concentration of teacher elicitations and extensions were positively associated with children’s vocabulary gains. [Read more here]
  • The Power of Play: Research demonstrates that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play supports the formation of the safe, stable, and nurturing relationships with all caregivers that children need to thrive. [Read more here]
  • Dramatic differences in tests assessing preschoolers' language skills: Preschool is a crucial time for language development. Children born preterm who display deficits in language skills are unlikely to catch up with their full-term peers. That's why it's imperative to accurately assess their language skills to determine if they need early intervention. [Read more here]