Language stimulation competences in preschool education

Quality language-stimulating interaction in kindergarten is essential for the development of preschoolers. What competences do (student) teachers have to realise language-stimulating interaction? What are the effects of a blended professionalisation initiative on this?

Research theme: Learning and developing school together

Field of interest: Education

Duration: 1/10/2022 - 30/09/2026

Financing: FWO

In short

This study evaluates the effects of a blended professional development program on the language stimulation competencies of preschool teachers. By combining online and face-to-face learning activities, we strengthen teachers' skills to optimally support language development in young children.

Need and relevance

Strong language stimulation in preschool is crucial for children's later language and reading skills. Yet, considerable research points to the relatively poor quality and low quantity of language stimulation interactions in preschool. These are even lower in interactions with vulnerable children. Therefore, there is considerable growth potential here for creating a strong language learning environment.

Many preschool teachers feel uncertain about how best to stimulate language in their classrooms. Traditional professional development often has limited impact due to a lack of practical support. A blended professional development program can offer a solution by combining flexibility and practical guidance.

From approach to impact

We analyze how a mix of online modules, practical assignments, and peer review sessions contributes to the language development competencies of preschool teachers. This is done through an experimental research design in which we measure changes in knowledge, skills, and classroom interaction. The insights from this research can contribute to the optimization of professional development programs for preschool education and thus strengthen the language development of young children.