Study finds educators speak differently to toddlers depending on gender

New research from the University of Queensland has found that early childhood educators unconsciously adjust the language they use with toddlers depending on the gender composition of the group, raising questions about how everyday interactions may influence children's social, emotional and cognitive development.

Led by Psychology Honours student Elizabeth Brook, the study analysed 182 educator-child interactions during play-based experiences across early childhood education and care (ECEC) services in Queensland. Researchers examined the use of "mental state talk", language relating to thoughts, feelings, desires and perceptions, which is recognised as an important contributor to children's social and emotional development.

The findings, published in the journal Social Development, suggest that subtle differences in language exposure may shape how children develop understanding of emotions, intentions and relationships.

The study found that educators used different types of mental state language depending on whether toddler groups contained a higher proportion of boys or girls.

Perception-based words such as "look" and "hear" were used more frequently in groups with more boys, while desire-related words such as "want" and "need" appeared more often in groups with more girls.

According to Ms Brook, these differences may influence the developmental opportunities children experience through everyday interactions.

"Words about wanting and needing help children understand goals and intentions, which are important for social and emotional development," she said.

"Words about seeing and noticing tend to support attention and awareness."

While the differences observed were subtle, researchers said they were consistent enough to warrant further investigation into how language environments may contribute to children's developmental outcomes.

Senior researcher Dr Aisling Mulvihill from UQ's Queensland Brain Institute said the findings were particularly relevant given national data showing boys are more likely than girls to experience social and emotional vulnerability when they commence school.

The Australian Early Development Census has consistently found that boys are overrepresented in measures of developmental vulnerability, including social competence and emotional maturity.

Dr Mulvihill emphasised that the research should not be viewed as a criticism of educators, but rather as an opportunity to better understand the communication patterns that naturally emerge within early learning environments.

"This pattern of talking differently with boys and girls is very common across everyday environments," she said.

"The study tells us what is happening, not why it is happening."

The findings also align with previous research showing similar gender-related language patterns within parent-child interactions, suggesting children may encounter different forms of communication across multiple environments.

The study contributes to growing interest in the role educator-child interactions play in children's learning, wellbeing and development.

Within the Early Years Learning Framework, responsive relationships and intentional teaching are recognised as critical elements of high-quality practice, with language-rich interactions supporting children's communication, identity, wellbeing and learning outcomes.

The findings may encourage educators and service leaders to reflect on the language used during everyday interactions and consider how a broad range of mental state language can support children's developing understanding of emotions, perspectives and relationships.

Researchers indicated that future studies will explore whether increasing children's exposure to different forms of mental state talk influences developmental outcomes over time.

As the sector continues to focus on children's wellbeing, emotional literacy and belonging, the research highlights how seemingly small moments of interaction may play an important role in shaping children's experiences and understanding of the world around them.

Read the full research by the University of Queensland, Early childhood educators change how they speak to toddlers depending on gender here.

Related research

Brook, E. et al., Talking Minds: Group Gender Composition and Educators' Mental State Language in Early Childhood Education and Care, Social Development.