Ask most directors of a center or preschool what drives language growth, and you’ll hear the same answer: a strong preschool curriculum. Phonics lessons, structured story time, and literacy activities are often seen as the foundation.
But what if that assumption is wrong or at least incomplete?
What if caregiver conversations, the back-and-forth exchanges between teachers, parents, and children, play a far greater role than any curriculum?
At first, this idea might sound provocative. After all, directors and educators invest significant resources into preschool curricula. However, leading researchers in linguistics, developmental psychology, and education have demonstrated that language development is most strongly correlated with conversational turn-taking, the give-and-take dialogue between children and caregivers.
This article explores what the experts are saying, why these challenges affect current practices, and how after-school program leaders, preschool directors, and childcare professionals can transform their approach with smarter strategies and tools.
Harvard’s Center on the Developing Child highlights that “serve and return” interactions, where a caregiver responds to a child’s sounds, words, or gestures, are the building blocks of brain development. These aren’t scripted lessons. They’re everyday exchanges:
The back-and-forth matters more than the complexity of vocabulary taught in a curriculum.
The MIT Language and Literacy Lab found that children in language-rich environments with more conversational turns had significantly stronger language skills than peers who simply heard more words without interaction.
This challenges the “word gap” narrative (the idea that exposure to a high number of words is the most important factor). Instead, it’s the quality of conversations, responsive, personalized, and reciprocal, that fuels growth.
Preschool curricula are valuable, but studies from the American Academy of Pediatrics emphasize that structured lessons alone can’t replace daily, authentic caregiver-child interactions. A scripted phonics activity matters less if a child doesn’t experience frequent, warm, two-way communication throughout the day.
For directors and leaders, this insight challenges deeply held assumptions:
So here’s the proposal:
Conversations may be a stronger predictor of language outcomes than any preschool curriculum.
At first, directors may think: “What is she saying!?”
But if the research holds true, shifting focus from curriculum-centered planning to conversation-centered strategies could transform child outcomes.
How can program leaders test this proposal?
The data may reveal that conversations do more heavy lifting than anyone expected.
Shifting toward conversation-rich practices means rethinking staff roles. Instead of rushing through daily checklists, teachers can be coached to pause, listen, and respond. Daycare software can help directors track ratios and free up staff time for meaningful engagement.
Older children also benefit. A well-designed after-school program can emphasize peer and mentor conversations, debates, storytelling, and project discussions rather than rote homework supervision. This not only supports language but also builds confidence and collaboration skills.
Even in drop-in care environments, directors can ensure staff training emphasizes high-quality conversational interactions, maximizing developmental benefits in shorter time frames.
Critics may argue: “Won’t apps and software distract from conversations?”
On the contrary, the right tools free staff from paperwork, giving them more time to engage directly with children.
Together, these tools streamline childcare management, ensuring staff energy goes where it matters: engaging children.
Directors may raise valid concerns:
These are important considerations. The key is not abandoning the curriculum but balancing it with intentional conversation strategies. Data collection through childcare management software can help quantify progress and reassure parents and boards alike.
Imagine a model where:
This could redefine success in early education.
Curriculum matters. No director disputes that. But the evidence is mounting: caregiver conversations may be even more critical for language growth.
Instead of investing solely in the latest curriculum, leaders should invest in staff training, parent engagement, and technology tools that create space for authentic, frequent conversations.
This proposal might raise eyebrows. Some may dismiss it as impractical. But the data suggests otherwise, and programs willing to test it may find themselves at the forefront of a paradigm shift in early education.
If you’re a director, the question isn’t just “Which curriculum should I choose?”
It’s: “How do I empower my staff and parents to talk more and talk better with children?”
The answer may hold the key to unlocking stronger language outcomes, deeper family loyalty, and a thriving program.