Abstract Early childhood teachers are key professionals supporting children's oral language development. Understanding teachers' perspectives and practices is crucial for developing appropriate support. This study investigated New Zealand kindergarten teachers' evidence-based beliefs and knowledge about oral language, their self-reported practices, and perceived facilitators of oral language in their centers. This mixed-methods study used a nationwide online survey with open-text and Likert scale questions. Responses from 146 teachers were analyzed using descriptive statistics, hierarchical regression, and thematic analysis. Teachers' beliefs and knowledge generally aligned with the evidence base, except regarding the link between early vocabulary and later school achievement. They reported frequent use of evidence-based practices, though some were underutilized. In statistical models, only beliefs and knowledge, not experience or professional development, showed a modest association with practices. Teachers wanted more support for children's oral language, including improved environments and greater access to professional knowledge. Translating oral language beliefs and knowledge into practice in busy early childhood centers is influenced by multiple factors that policy makers and professional development designers should take into account. These findings align with research indicating that training that targets professional cognition is needed to achieve sustained practice change.
Newbury et al. (Mon,) studied this question.