Authors : Nel Jean Deocares; Rechelle Jeanne P. Macaday; Mery Rose B. Galve; Divine Clair E. Paderog; Jackielyn B. Sernicula; Danica V. Hassan; Jessie S. Acosta

Volume/Issue : Volume 10 - 2025, Issue 4 - April

Google Scholar : https://tinyurl.com/hkuastmm

Scribd : https://tinyurl.com/492wvfuk

DOI : https://doi.org/10.38124/ijisrt/25apr820

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Abstract : This research explores the impact of teacher-child interactions on language development among early learners at Dagatkidavao Integrated School. Language development in early childhood is crucial for cognitive growth and future academic success, yet the specific dynamics of teacher-child interactions within this process remain underexplored. Employing a quantitative descriptive-correlational research design, the study examines the relationship between teacher- child interaction quality and language development outcomes. Data were collected from a random sample of 100 preschool teachers using structured surveys and analyzed using descriptive statistics and Pearson correlation coefficients. The findings reveal a strong positive correlation (r = .780, p = .000) between teacher-child interactions and language development, highlighting the significant influence of these interactions on children's linguistic growth. Teachers reported engaging in practices that promote open communication and a supportive classroom environment, contributing to enhanced language skills among students. The study underscores the importance of high-quality teacher-child interactions in fostering language acquisition, aligning with Vygotsky's sociocultural theory, which emphasizes the role of social interaction in cognitive development. The research recommends implementing targeted interventions and professional development programs to enhance teacher-child interaction quality. Educators can support optimal language development by fostering environments that encourage expression, dialogue, and vocabulary expansion. Additionally, the study suggests integrating language- focused strategies within early childhood education curricula and advocating for policies prioritizing high-quality interactions. These efforts aim to equip young learners with essential language skills, preparing them for future educational challenges and opportunities and contributing to their academic and social success.

Keywords : Teacher-Learner Interaction, Language Development, Early Childhood Learners.

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