Characteristics and language-responsiveness of early childhood educators’ affective-speech inside the classroom



Palabras clave:

Linguistic competence, early childhood education, preschool children, teachers' competencies, educational quality, language instruction, emotions, literacy workers (ERIC Thesaurus)


Increasing attention is being given to early childhood educators’ verbal abilities due to its well-recognized role in teaching and learning by means of a plurality of meanings that are transmitted through them to children. Nevertheless, moderate interest has been devoted to the study of these abilities when addressing the affective domain in early childhood educators’ interactions with children. Therefore, this study identifies qualitative nodes of characteristic uses, meanings, and phrasings produced by these professionals and associated to the affective domain, to then access the degree of expertise in such communicational interactions with preschool children. Through a mixed cross-sectional design, twenty early childhood educators provided a large number of continuous audio-recordings while working in regular educational environments, to identify sentences that, by their phrasings, recall an affective connotation. The findings suggest 8 differential nodes of affective connotations: Positive emotions v/s Negative emotions; Teaching v/s Learning processes; Expression, distinguish, sharing and/or inhibition of emotions; Emotions before, during, and after behavior; Calls for attention, warnings, reprehension and praise; Touching and the body; Increasing, decreasing and normalizing language; and, educators’ own emotions. The degree of linguistic expertise was identified by experts and a blind sequential procedure, showing early childhood educators’ affective-speech is mostly limited to noticing children’s emotional experiences. The scope of these findings is briefly discussed taking into consideration future studies as well as its contributions to early childhood educators’ formative processes.


Los datos de descargas todavía no están disponibles.


Brownell, C.A., Svetlova, M., Anderson, R., Nichols, S.R., & Drummond, J. (2012). Socialization of Early Prosocial Behavior: Parents’ Talk About Emotions is Associated With Sharing and Helping in Toddlers. Infancy, 18(1), 91–119.

Brown, Ch. P., Ku, Da. H., & Barry, D. P. (2020). Making sense of instruction within the changed kindergarten: perspectives from preservice early childhood educators and teacher educators. Journal of Early Childhood Teacher Education, 1-33.

Cekaite, A., & Bergnehr, D. (2018). Affectionate touch and care: embodied intimacy, compassion and control in early childhood education. European Early Childhood Education Research Journal, 26(6), 940–955.

Cunningham, J. E., Zimmerman, K. N., Ledford, J. R., & Kaiser, A. P. (2019). Comparison of measurement systems for collecting teacher language data in early childhood settings. Early Childhood Research Quarterly, 49, 164–174.

Ciesielski, E. J. M., & Creaghead, N. A. (2020). The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review. Literacy Research and Instruction, 59(2), 121-147.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving Children from Birth through Age 8 (3rd ed.). Washington, DC: NAEYC.

Cuellar, M., & Farkas, K. Ch. (2018). Sensibilidad y mentalización de las educadoras de párvulos. Predictores del lenguaje infantil a los 30 meses. Perfiles educativos, 40(160), 64-82. Recovered from

D’Alessio, M. J., Jaichenco, V., & Wilson, M. A. (2019). The relationship between morphological awareness and reading comprehension in Spanish‐speaking children. Scandinavian Journal of Psychology, 1-12.

Decker-Woodrow, L. (2018). The Relationship Between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten. Journal of Research in Childhood Education, 32(1), 32-51.

Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a systemic linguistics approach. Early Childhood Research Quarterly, 29(3), 231–244.

Farrow, J. M., Wasik, B. A., & Hindman, A. H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51(2), 178-190.

Fontaine, J. J. J., Scherer, K. R., & Soriano, C. (2013). Components of emotional meaning: a sourcebook. First ed., Oxford, Oxford University Press, p.672.

Guelmes, E. L., & Nieto, L. E. (2015). Algunas reflexiones sobre el enfoque mixto de la investigación pedagógica en el contexto cubano. Revista Universidad y Sociedad Cienfuegos, 7(2), 23-29. Recovered from

Hajer, M., & Norén, E. (2017). Teachers’ knowledge about language in mathematics professional development courses: From an intended curriculum to a curriculum in action. EURASIA Journal of Mathematics, Science and Technology Education, 13(7b), 4087–4114.

Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1(1), 77-89.

Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2019). Affective neurolinguistics: towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 35(7), 813-839.

Hu, J., Torr, J., Degotardi, S., & Han, F. (2017). Educators’ production of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities. Early Years, 39(2), 190-204.

Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42(1), 79–92.

Kalinowski, E., Egert, F., Gronostaj, A., & Vock, M. (2020). Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices. Teaching and Teacher Education, 88(102971), 1-15.

King, E., & La Paro, K. M. (2018). Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence. Early Education and Development, 29(8), 989–1003.

Lería Dulčić, F. J., Sasso Orellana, P. E., & Acosta Peña, R. N. (in press). Socio-affective words production by early childhood educators: lexical density, clusters, and predictors. Revista Electrónica de Investigación Educativa.

Lería Dulčić, F. J., Sasso Orellana, P. E., & Salgado Roa, J. A. (2019). Strengthening initial professional education in Preschool teachers: Contemplative program "The rite of silence“. Aula De Encuentro, 21(1), 160-181.

Marzano, R. J., & Kendall, J. S. (2008). Designing and assessing educational objectives: Applying the new taxonomy. California, EE.UU.: Corwnin Press.

Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38(1), 97–115.

Melby-Lervåg, M. (2012). The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness, and Verbal Short-Term Memory in Reading Skills: A Review. Scandinavian Journal of Educational Research, 56(1), 101-118.

Muhinyi, A., & Rowe, M. L. (2019). Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology, 64(101053), 1-11.

Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. Austin, TX, University of Texas at Austin.

Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O'connell, A. A. (2020). Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. Dyslexia, 26(2), 137-152.

Pizarro, P., Peralta, N., Audisio, C., Mareovich, F., Alam, F., & Rosemberg, C. (2019). El lenguaje de las educadoras y de los niños y niñas. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 56, 1-18.

Pluye, P., & Hong, Q. N. (2014). Combining the Power of Stories and the Power of Numbers: Mixed Methods Research and Mixed Studies Reviews. Annual Review of Public Health, 35(1), 29–45.

Prediger, S., & Zindel, C. (2017). School academic language demands for understanding functional relationships: A design research project on the role of language in reading and learning. EURASIA Journal of Mathematics, Science and Technology Education, 13(7b), 4157–4188.

Prediger, S. (2019a). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31, 367–392.

Prediger, S. (2019b). Design-Research in der gegenstandsspezifischen Professionalisierungsforschung. In: T. Leuders, E. Ch., Hemmer, M., Korneck, F., Labudde, P. (Eds.), Fachdidaktische Forschung zur Lehrerbildung, Münster, Waxmann, p. 11-34.

Ruggeri, A., Swaboda, N., Sim, Z. L., & Gopnik, A. (2019). Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task. Cognition, 193(104013), 1-7.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates Publishers. Mahwah: New Jersey.

Shirvan, M. E., Khajavy, G. H., Macintyre, P. D., & Taherian, T. (2019). A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates. Journal of Psycholinguistic Research, 48, 1241–1267.

Strasser, K., Barra, G., Darricades, M., & Mendive, S. (2018). Instructional activities and the quality of language in Chilean preschool classrooms. Early Education and Development, 29(3), 357-378.

Subsecretary of initial education [SIE] (2019). Lenguaje Verbal Orientaciones Técnico-Pedagógicas para el Nivel de Educación Parvularia. Santiago, Ministerio de educación, Gobierno de Chile. Recovered from

SIE (2018). Bases curriculares de la educación parvularia. Subsecretaria de educación parvularia. Santiago, Ministerio de educación, Gobierno de Chile. Recovered from



Cómo citar

Leria Dulcic, F. J., Sasso Orellana, P. E., & Acosta Peña, R. N. (2021). Characteristics and language-responsiveness of early childhood educators’ affective-speech inside the classroom. Revista Fuentes, 23(3), 268–279.



Recibido 2020-10-20
Aceptado 2021-08-18
Publicado 2021-09-15
  • Resumen 381
  • PDF 297
  • HTML 65
  • ePUB 43

Artículos más leídos del mismo autor/a