Language for learning: Developing learning-oriented talk in long-day-care

本研究的目的是确定，第一次，婴儿幼儿长日托（LDC）的环境，支持或限制语言的发展和使用作为早期学习的重要工具的关键特征。该项目预计通过调查早期最不发达国家学前语言技能的预测因素来产生新的知识，并将提供急需的新证据，为最不发达国家的教学法和课程开发和实践提供信息，并最终改善长期的教育成果。这将带来巨大的好处，例如提高最不发达国家婴幼儿方案的质量，这将提高儿童的学习和终身成果。

This study aims to identify, for the first time, key features of infant-toddler long day care (LDC) environments that support or constrain the development and use of language as a critical tool for early learning. This project expects to generate new knowledge by investigating early LDC predictors of preschool language skills, and will deliver much-needed new evidence to inform LDC pedagogy and curriculum development and practice and, ultimately, to improve long term educational outcomes. This will provide significant benefits, such as improving the quality of infant-toddler LDC programs, which stands to enhance children’s learning and life-long outcomes.