Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Developing proficiency in the language(s) spoken any given society is crucial for inclusion and attainment of children that society. With an enrolment rate Norwegian early childhood education care (ECEC) 93.4% between age one five, ECEC constitutes important out-of-home learning environment Norway. In this study, we examine how quality language-learning environments toddler preschool groups predicts children’s expressive vocabulary majority language depending on home languages. Data from rating scales ITERS R ECERS-R were used to model factors related groups. The sample included 1,078 (876 with parents who spoke exclusively, 104 parent another language, 57 no speaking parents). results show positively associated at three but only whose exclusively.