Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators.
Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses.
Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes.
Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use.
Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level.
Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures
