Infants’ prelinguistic vocalizations have measurable influence on parents’ responsiveness, yet the efficacy of babbling for eliciting caregiver responses in childcare settings is unexamined. This study used a microanalytic experimental design to investigate the real-time influences of infant babbling on 32 non-lead infant teachers’ responses. Teachers provided a verbal response to prerecorded stimuli manipulated for acoustic quality and vocal directedness. While teachers could perceptually differentiate vocalizations of varying acoustic quality, the maturity of the vocalization did not impact the rates or content of teachers’ responses. Object-directed vocalizations elicited more contingent and sensitive responses than undirected vocalizations. Hours per week spent with infants did not predict responding. Understanding the effects of infants’ behaviors on non-lead infant teachers can guide professional development programs to improve language learning opportunities in childcare settings.

婴儿的语言前发声对父母的反应能力有可测量的影响，但是在儿童保育环境中，bab呀学语引发照顾者反应的功效尚未得到检验。这项研究使用微分析实验设计来研究婴儿呀学语对32位无铅幼儿教师的反应的实时影响。老师对预先录制的针对声音质量和人声定向的刺激做出了口头反应。尽管教师可以在听觉上区分不同声音质量的发声，但发声的成熟度不会影响教师的回应速度或内容。与非定向发声相比，面向对象的发声引起了更多的偶然性和敏感反应。每周与婴儿共度数小时无法预测出反应。