At Day Early Learning at Park 100 in northwest Indianapolis, infants sit in high chairs smearing macaroni and cheese across their faces and trays. But tucked inside their vests is something unusual: a small device about the size of a smartphone.
These devices, called “talk pedometers,” are part of a pilot program designed to track how often children talk and interact with their teachers. Despite the tech, the infants don’t seem to notice they’re wearing them.
“They don’t even mess with the devices,” said Claudia Escalera, a teacher at the center.
The goal is to gather data on how much children speak and engage — key indicators of kindergarten readiness. Since infants and toddlers don’t take tests, this technology gives educators a new way to measure and improve classroom learning.
Tracking Conversations to Improve Learning
The devices are part of a system called LENA, short for Language ENvironment Analysis. They can tell the difference between adult and child voices by analyzing tone and pitch. After a day of use, the data is processed into a report showing how often and when children spoke, and how many verbal interactions they had with adults.
Erin Kissling, Chief Learning Officer at Early Learning Indiana, says the information is valuable.
“There should be limits on technology in early education,” she said. “But what we’re learning from this is helping us make a real difference for children.”
Early Learning Indiana, a nonprofit focused on early childhood education, runs 10 Day Early Learning centers across Indianapolis. These centers serve children from 6 months to 5 years old and often act as “lab schools” to test new teaching ideas.
Thanks to a $3.2 million grant from the Lilly Endowment, the LENA program is now expanding statewide.
Responding to a Literacy Crisis
The expansion comes as Indiana continues to address falling literacy rates. Nearly 20% of third graders failed the state’s reading exam in the three years after pandemic-related school closures.
“We want to see continued growth for children,” said Kissling. “Everything we do is about preparing them to succeed in kindergarten and beyond.”
From Pilot Program to Daily Practice
Escalera was among the first teachers to test the devices. During the initial five-week pilot, children wore the device once a week. Teachers then spent the rest of the week reviewing data and adjusting classroom practices.
For example, the data might show that story time involves mostly teacher talking. In response, a teacher could make the lesson more interactive by asking children questions or encouraging them to repeat words.
Early Learning Indiana reported that 89% of teachers noticed improvements in children’s language skills during the pilot. Over time, more classrooms began using the devices regularly.
Escalera, who was initially unsure about the program, now views it as a helpful tool. “I like seeing how much [the data] changes over the months,” she said. “The older they get, the more talkative they get.”
Involving Parents in the Process
While some parents were skeptical at first, most warmed up once staff explained that the devices don’t record audio. Instead, they track the frequency of communication. Families are allowed to opt out, but many stay involved once they understand the purpose.
Parents are also asked to help their child put on the vest each morning. They receive regular updates and data so they can see their child’s progress.
Escalera, whose own 2-year-old son is enrolled in the center, appreciates the transparency. “It’s reassuring to know my child is in a classroom that’s focused on learning,” she said.
Training Teachers and Expanding Statewide
The program doesn’t just benefit students. It also helps teachers — especially those new to early childhood education. Many early learning instructors don’t need a license or college degree, and traditional classroom observations can feel stressful.
The LENA data gives teachers and their coaches a neutral, consistent way to evaluate classroom communication and make quick improvements.
“It’s a tool that helps our educators look at the data and say, ‘Here’s what I can try tomorrow,’” said Kissling.
Since the program launched in Indianapolis in 2022, more than 110 teachers and 500 children have taken part. This month, the initiative is expanding to nearly 90 classrooms across Indiana, including older preschoolers for the first time.
Kissling believes this growth is more than just a tech upgrade. It’s a step toward valuing the hard work of early educators.
“The work is challenging and often overlooked,” she said. “But this shows teachers that what they’re doing is high-quality and meaningful.”
