Abstract

Caregivers’ knowledge of language milestones and active engagement in responsive interactions are critical predictors of children’s long-term literacy and communication outcomes. Qualitative inquiry that captures caregivers’ personal perspectives and systemic barriers is essential in order to fully understand how these language-rich environments are created. This study examines caregivers’ perceptions of their natural everyday interactions with children under five, exploring their knowledge of resources and barriers to accessing speech–language support services. Eight primary caregivers of at least one child aged under five participated. After completing a brief demographic questionnaire each participant engaged in a semi-structured interview focused on their perceptions and knowledge of supporting children’s language development through everyday verbal interactions and navigating barriers to services. Data were analyzed using reflexive thematic analysis. Findings highlight the new insights that emerge when caregivers are asked to reflect on how they create language-rich environments. Participants valued Early Childhood Education (ECE) networks as a key source of information but reported a lack of reliable, accessible guidelines on language developmental milestones. Caregivers also expressed a need for practical strategies to enhance everyday interactions. Despite sample size limitations, these findings highlight challenges faced by caregivers and the critical need for further qualitative inquiry into how caregivers’ perceptions shape communication-supportive practices.

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