# The Power of Language:  Does the Quality of Preschool Teacher Language Translate to Children's Executive Functions?

> **NIH NIH R03** · UNIV OF NORTH CAROLINA CHAPEL HILL · 2021 · $77,750

## Abstract

Project Summary
 The co-development of language and executive functions (EFs) in early childhood is
a critical part of cognitive development that has implications for a successful transition to
school and later academic outcomes. Numerous studies have identified a link between
children's language and EFs, both in concurrent and temporal associations (Kuhn et al.,
2014; 2016). Moreover, there is emerging evidence that children's language serves as a
process mechanism linking caregiver language and children's subsequent EFs (Daneri et
al., 2018). These findings have yet to be investigated in childcare environments, where
most preschool-aged children in the US spend a significant portion of time. Surprisingly,
little is known about how preschool teacher language uniquely supports children's EFs.
With nascent research indicating that teacher language supports young children's
cognition broadly (Leyva et al., 2015), it is important to establish whether specific
aspects of preschool teachers' language is related to children's EFs, and whether child
language mediates this association. This knowledge is particularly significant for low-
income children, who are more likely to begin formal schooling with lower EFs and this
deficit helps to explain the achievement gap (Willoughby, et al., 2015).
 Using secondary data analysis of two longitudinal datasets, for purposes of replicating
findings, we will test if preschool teacher language quality in rural settings prospectively
predicts children's EFs directly or indirectly through child language. We will examine if
specific types of teacher language differentially predict preschoolers' language and
subsequent EFs. Determining the predictive power of specific teacher talk, such as the
use of simple or complex language, allows for identification of language practices that
can be intervene upon. Analyses will also determine if two measures of teacher language
differentially predict child outcomes, contrasting classroom and individual language
assessments. Leveraging novel predictors of school-entry EFs, the proposed study
highlights the potential for teacher-based language interventions during the preschool
years that are beneficial, effective and could be widely implemented.

## Key facts

- **NIH application ID:** 10129005
- **Project number:** 1R03HD099419-01A1
- **Recipient organization:** UNIV OF NORTH CAROLINA CHAPEL HILL
- **Principal Investigator:** Laura J Kuhn
- **Activity code:** R03 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2021
- **Award amount:** $77,750
- **Award type:** 1
- **Project period:** 2020-12-04 → 2022-11-30

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10129005

## Citation

> US National Institutes of Health, RePORTER application 10129005, The Power of Language:  Does the Quality of Preschool Teacher Language Translate to Children's Executive Functions? (1R03HD099419-01A1). Retrieved via AI Analytics 2026-05-22 from https://api.ai-analytics.org/grant/nih/10129005. Licensed CC0.

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