This study investigates the influence of teacher-child interaction on preschoolers’ expressive vocabulary development in early childhood settings. It is guided by Vygotsky’s Sociocultural theory, where the study examines four key dimensions of teacher-child interaction: frequency of teacher-child interaction, quality of language modeling, instructional language strategies, and teacher responsiveness. A quantitative survey design was conducted with 98 preschool teachers. Pearson correlation analysis showed a significant positive analysis relationships between all the dimensions of teacher-child interaction variables and expressive vocabulary development. The findings from the study highlight the crucial role of rich, responsive, and intentional language practices in supporting children’s vocabulary growth. Lastly, the study provides insights that strengthen the language instruction in preschool classrooms.
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