Peer Talk in the Preschool Classroom: Are the Experiences of Children With Language Difficulties Distinctive?

Abstract

Abstract Purpose The purpose of this study was to examine peer verbal interactions in the form of incoming and outgoing talk for children with language difficulties in preschool classrooms relative to their classmates. In addition, verbal interactions with teachers was also examined, in part to determine whether these occurred at similar rates to peer-to-peer talk. Methods Up to eight observations using worn sensors occurred in the latter half of the academic year in 29 preschool classrooms. Incoming and outgoing talk with teachers and peers was examined for 36 children with language difficulties and compared to 145 classmates. Results Talk with peers occurred at much greater rates than talk with teachers. Children with language difficulties produced less outgoing talk to peers and received less incoming talk from peers relative to classmates, consistent with a very large effect size. However, talk to and from teachers occurred at similar rates for children with language difficulties and their classrooms. Conclusions Peer verbal interactions are distinctive for children with language difficulties, occurring far less frequently than their classmates. The extent to which this distinctive experience is developmentally significant – in positive or concerning ways – for children with language difficulties warrants investigation in future classroom-based research.