These interactions are about how the early learning professional (ELP) initiates conversations, fosters individual children’s language and development, and facilitated extended conversations. When coaching for this interaction, provide feedback on the use of developmentally appropriate language and approaches to learning through communication (like using open-ended questions and engaging in back-and-forth conversations). You can measure the presence of conversations and how language is used to support the learning of new words and general language development.

Explanation Video

In this short informational video about Enhanced Language (3:31), Ruth Ortiz explains the enhanced language criteria and sub-criteria; she also provides some helpful reflective questions to evaluate the ELP use of communication.

Infant Exemplar Video

In the video, Following Infants Lead (1:33), two ELPs demonstrate enhanced language with infants during a free play activity. Notice how the ELP initiates conversations with infants by responding with enthusiasm and interest to their sounds, gestures, and vocalizations.

Toddler Exemplar Video

Watch the video Precious Kids Circle (2:49) where the ELP leads a whole-group activity covering topics like days of the week and the weather. Notice how the ELP labels familiar objects and names in the children’s dominant language.

Preschool Exemplar video

In the video, Your Turn Using The Scientific Method (3:55) the ELP is conducting a small group science activity. What do you notice about the ways the ELP talks to the children throughout the video?

Coaching this Interaction with Wendy Jans

Wendy Jans spends some time (13:21) talking through enhancing children’s language development, what it looks like, and how to coach educators for those kinds of interactions.

Slides available: PBC3-CoachingInteractions-EnhancedLanguageDevelopment

Resources

Hoff, E. (2021). Why bilingual development is not easy. Advances in child development and behavior, 61, 129–167. https://doi.org/10.1016/bs.acdb.2021.03.002 [Journal article]

Trafton, A. (2018). Back-and-forth exchanges boost children’s brain response to language. MIT News. [News article]