Proceedings of the Annual Meeting of the Cognitive Science Society

What structures children's early language environment? Large corpora of child-centered naturalistic recordings provide an important window into this question, but most available data centers on young children within the home or in lab contexts interacting primarily with a single caregiver. Here, we characterize children's language experience in a very different kind of environment: the preschool classroom. Children ages 3 – 5 years (N = 26) wore a head-mounted camera in their preschool class, yielding a naturalistic, egocentric view of children's everyday experience across many classroom activity contexts (e.g., sand play, snack time), with >30 hours of video data. Using semi-automatic transcriptions (227,624 words), we find that activity contexts in the preschool classroom vary in both the quality and quantity of the language that children both hear and produce. Together, these findings reinforce prior theories emphasizing the contribution of activity contexts in structuring the variability in children's early learning environments.