The effect of joint attention training for child care providers on the language acquisition of young children

The purpose of this study was to explore the relationship between joint attention professional development for child care staff in less than quality child care centers and young children's language development. Results were based on the data collected from 121 children (treatment n = 59; control n = 54) in 22 less than quality child care centers. It was hypothesized that the children in the treatment group would perform better on the MacArthur Communicative Development Inventory than their control counterparts. Findings for whole group differences suggested that there was no relationship between the professional development training on joint attention and language development. However, when controlling for adult:child ratio, the children in the treatment group did perform better. Additionally, the children within the treatment group whose child care providers engaged in more frequent and longer bouts of joint attention performed better than their within group counterparts. It is generally concluded that adult:child ratio affects the effectiveness of joint attention professional development for child care staff in less than quality child care centers. In addition, level of implementation is a factor in assessing the relationship between joint attention professional development for child care staff and children's language development.