The feasibility of early language facilitation means in early childhood education and care with children under 2 years of age

This study explored ECEC educators’ (N = 644) perceptions of the feasibility of implementing different means of facilitating early language development in ECEC with children under 2 years of age. Educators’ perceptions were also analyzed by educators’ educational background and work experience. The results showed that the implementation of early language facilitation means in ECEC was perceived by educators as quite feasible. Exploratory factor analysis yielded four dimensions based on educators’ experiences of the feasibility of language facilitation means: child-led language facilitation; situations of shared attention as language facilitation; talk-based language facilitation; and play and peer-focused language facilitation. The educators’ feasibility perceptions were partially differentiated by their educational background but not their work experience. Educators with no ECEC qualifications considered child-led language facilitation and ECEC special education teachers situations of shared attention to be more feasible than the other professional groups.