Language Experience and Language Milestones During Early Childhood

Hoff, Erika

doi:10.1002/9780470757703.ch12

Cited by 27 publications

(24 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…22 months was the age selected for the play session because we wanted it to be in the middle of a very dynamic period of child language development [28]. Caregivers in the sample were predominantly mothers (85.9%), though also included fathers, grandmothers, and a nanny.…”

Section: Methodsmentioning

confidence: 99%

Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome

Loi

Vaca

Ashland

et al. 2017

Early Human Development

View full text Add to dashboard Cite

Background Preterm birth may leave long-term effects on the interactions between caregivers and children. Language skills are sensitive to the quality of caregiver-child interactions. Aims Compare the quality of caregiver-child play interactions in toddlers born preterm (PT) and full term (FT) at age 22 months (corrected for degree of prematurity) and evaluate the degree of association between caregiver-child interactions, antecedent demographic and language factors, and subsequent language skill. Study Design A longitudinal descriptive cohort study Subjects 39 PT and 39 FT toddlers individually matched on sex and socioeconomic status (SES) Outcome Measures The outcome measures were dimensions of caregiver-child interactions, rated from a videotaped play session at age 22 months in relation to receptive language assessments at ages 18 and 36 months. Results Caregiver intrusiveness was greater in the PT than FT group. A composite score of child interactional behaviors was associated with a composite score of caregiver interactional behaviors. The caregiver composite measure was associated with later receptive vocabulary at 36 months. PT-FT group membership did not moderate the association between caregiver interactional behavior and later receptive vocabulary. Conclusions The quality of caregiver interactional behavior had similar associations with concurrent child interactional behavior and subsequent language outcome in the PT and FT groups. Greater caregiver sensitivity/responsiveness, verbal elaboration, and less intrusiveness supports receptive language development in typically-developing toddlers and toddlers at risk for language difficulty.

show abstract

Section: Methodsmentioning

confidence: 99%

Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome

Loi

Vaca

Ashland

et al. 2017

Early Human Development

View full text Add to dashboard Cite

show abstract

“…Oral vocabulary, both receptive and expressive, is positively associated with reading competence at least through grade 4 and probably beyond (Storch & Whitehurst, 2002). Vocabulary develops rapidly in the preschool years but there is wide individual variation: mothers' reports reveal that 10-month-old children may comprehend anywhere from 11 to 154 words, and by the age of 6 it may increase to 14,000 (Hoff, 2006). Systematic intervention in the pre-primary years is therefore important to increase vocabulary in order to facilitate reading in primary school.…”

Section: Dialogic Reading Researchmentioning

confidence: 97%

The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

Opel

Ameer

Aboud

2009

International Journal of Educational Research

View full text Add to dashboard Cite

“…During the preschool period (ages three to five), children’s advancing conversation and attention skills typically increase their appetite for didactic activities such as book-reading, puzzles, and problem-solving (Hoff 2006). These kinds of teaching activities help children master many of cognitive skills that influence early academic outcomes, such as distinguishing print in books, recognizing letters and numbers, and identifying words (Snow 2006).…”

Section: Introductionmentioning

confidence: 99%

Diverging Destinies: Maternal Education and the Developmental Gradient in Time With Children

2012

View full text Add to dashboard Cite

Using data from the 2003–2007 American Time Use Surveys (ATUS), we compare mothers’ (N = 6,640) time spent in four parenting activities across maternal education and child age subgroups. We test the hypothesis that highly educated mothers not only spend more time in active child care than less educated mothers, but that they alter the composition of that time to suit children’s developmental needs more than less educated mothers. Results support this hypothesis: highly educated mothers not only invest more time in basic care and play when youngest children are infants or toddlers than when children are older, but differences across education groups in basic care and play time are largest among mothers with infants or toddlers; by contrast, highly educated mothers invest more time in management activities when children are six to 13 years old than when children are younger, and differences across education groups in management are largest among mothers with school-aged children. These patterns indicate that the education gradient in mothers’ time with children is characterized by a ‘developmental gradient.’

show abstract

Language Experience and Language Milestones During Early Childhood

Cited by 27 publications

References 62 publications

Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome

Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome

The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

Diverging Destinies: Maternal Education and the Developmental Gradient in Time With Children

Contact Info

Product

Resources

About