Could the “word gap” be more myth than fact? Or is it a useful tool for understanding inequality in early childhood?

On this episode of School’s In, Stanford Assistant Professor Monica Ellwood-Lowe joins the show to unpack one of the most cited – and most debated – ideas in early childhood development: the so-called “word gap,” or idea that children from lower-income families hear fewer words than those from more affluent homes. She explains what the latest research says about the quantity and quality of early language exposure, the effects of structural and economic inequities on parental engagement, and how brain development might differ not because of what children lack, but because of how they adapt. She covers several topics, including:

• (03:07) The word gap: Origins and controversy
• (05:47) Do parents just need to talk more? How financial and structural stressors affect parental attention
• (13:55) Beyond “motherease”: Cultural differences in child language development
• (18:20) Parenting, pressure, and perspective

Monica Ellwood-Lowe is an assistant professor at Stanford Graduate School of Education. With a PhD in developmental psychology, she studies how the structure of society shapes caregiving and early child development. She dives into questions about children’s language and brain development that continue to drive her work today. Learn more on her faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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