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Comparing Language and Literacy Environments in Two Types of Infant–Toddler Child Care Centers

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Abstract

Language development is a significant milestone in the infant/toddler years; vocabulary by 2 years of age is predictive of later school success. It has been recognized within the bioecological systems theoretical framework that language develops as a result of an interplay between characteristics of the child, features of the setting, and interactions between children and adults (Bronfenbrenner and Morris 2006; Dunst et al. 2006). Child care centers serve as an important setting for many young children. The purpose of this article was to compare the language and literacy environments in two distinct types of child care centers. Partnership Centers (n = 33) had higher standards for structural quality than Typical Centers (n = 29). Language literacy environments as well as caregiver communication strategies were significantly better in Partnership Centers. Improvements in both environments and interactions are possible with professional development that provides caregivers opportunities to gain knowledge and reflect on current practices.

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Acknowledgments

Many thanks to the child care teachers and directors as well as institute staff that made this project possible. Funding for this project was provided by The George Kaiser Family Foundation, Community Action Project-Tulsa County, Oklahoma State Regents for Higher Education, and Tulsa Educare.

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The author has no financial conflict of interest.

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Authors and Affiliations

  1. Early Childhood Education Institute, University of Oklahoma-Tulsa, 4502 E. 41st Street, Tulsa, OK, 74135, USA

    Deborah J. Norris

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  1. Deborah J. Norris
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Correspondence to Deborah J. Norris.

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Norris, D.J. Comparing Language and Literacy Environments in Two Types of Infant–Toddler Child Care Centers. Early Childhood Educ J 45, 95–101 (2017). https://doi.org/10.1007/s10643-014-0679-9

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  • DOI: https://doi.org/10.1007/s10643-014-0679-9

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