Area of Investigation

This research was conducted by the Research in Effective Education In Early Childhood (REEaCH) Centre at the University of Melbourne, Australia. The study focused on:

• whether educators changed their interactions with children following a Learning Language and Loving It™ Program.
• if educators could self-identify any changes in their practice.
• which specific program factors were supportive of any changes that occurred.

Both quantitative and qualitative measures were used.

Participants

11 staff from the Kulila Indigenous kindergarten and their director

Results & Key Findings

Quantitative Results

1. Changes Captured by Hanen’s Teacher Interaction and Language Rating Scale (TILR)
   The TILR measures educator use of 11 interactive and responsive strategies covered in the Learning Language and Loving It Program, including Observing, Waiting and Listening and Following the Children’s Lead. Pre-program, educators “sometimes” used these Learning Language and Loving It strategies in the classroom. Post-program, educators implemented these practices “frequently” on average, with a high degree of consistency. 
2. Changes Captured by the Classroom Assessment Scoring System (CLASS)
   The CLASS measures educator use of adult-child interaction strategies that support a number of key developmental areas, including language and social skills. (Teachstone, 2024). The following changes were noted in the educators post-program, as measured by this tool:
   • Very large, statistically significant improvements in language modelling, quality of language feedback, effective set-up and facilitation of activities, and responsivity to children’s academic and emotional needs.
   • Large, statistically significant improvements in the use of strategies that support high-quality, extended interactions and children’s social/emotional functioning.
   • Medium-large, statistically significant improvements in the management of children’s behaviour, time and attention. 

Qualitative Results – Educator Feedback About the Program

Educators reported that their participation in the Learning Language and Loving It Program:

• facilitated self-reflection and learning, although parts of the program (e.g. video feedback) felt daunting at first. 
• promoted a culturally safe learning experience. All educators described their participation in the program as positive, with some using the term “culturally safe” to describe their experiences. Educators reported that the program enabled respectful conversations about communication style norms in their culture. Existing relationships among participants, the centre director and the SLP running the program also fostered comfort, openness and honesty.
• enhanced connections and interactions between staff and children. 
• encouraged camaraderie and cooperation among the kindergarten staff.