Investigating educator-infant talk and infant-peer interactions in Long Day Care

非常年幼的孩子参与语言丰富的经验，为他们以后的学习和幸福奠定了基础。大多数研究集中在母亲与孩子的互动，但这个项目分析了条件丰富的互动，在长期的日托中心，特别是教育者与婴儿交谈和婴儿同伴沟通。高质量的婴儿保育可以为社会和教育劣势提供缓冲，并且四分之一的澳大利亚婴儿参加长期日托中心，我们的研究结果将提供基于证据的知识，以支持婴儿教学法和课程的最佳实践。促进尽可能最好的婴儿护理和教育的战略将最终加强我国的人力资本。

Very young children’s participation in language rich experiences form a foundation for their subsequent learning and wellbeing. Most studies focus on mother-child interactions but this project analyses the conditions for rich interactions in long day care centres, specifically educator-infant talk and infant-peer communication. High quality infant childcare can provide a buffer against social and educational disadvantage and, with one in four Australian infants attending long day care centres, our findings will provide evidence-based knowledge to support best practice in infant pedagogy and curriculum. Strategies to promote the best possible infant care and education will ultimately strengthen our nation’s human capital.