Turkish Fathers' Language Use In The Context Of Toy Play

Cengiz, Özge; Çakır, Hamide

doi:10.19044/esj.2016.v12n8p430

Cited by 4 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Turkey, although there are studies concerning the properties of Turkish maternal language (Küntay & Slobin, 1995, 1996Küntay & Ahtam, 2004;Türkay, 2007;Cengiz, 2010Cengiz, , 2013Cengiz & Çakır, 2012aCengiz & Çakır, , 2015, very little research examined paternal child-directed speech (Cengiz & Çakır, 2012b(Cengiz & Çakır, , 2016. Studies on fathers in Turkey usually examined fathers' attitude towards child care, perceptions of their fathering roles and their participation levels in child care (e.g.…”

Section: Introductionmentioning

confidence: 99%

Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time

Çakır¹

2016

View full text Add to dashboard Cite

Parent level of education makes important contributions to the linguistic development of children (Hoff, 2003). This cross-sectional study focuses on the link between family socioeconomic status (SES) and child-directed speech and aims to investigate how parents' levels of education influence their language use in terms of their question types. Asking children good questions is a critical tool for developing their skills. In particular, open ended questions are believed to be useful for developing children's cognitive skills, as these questions encourage children express and elaborate upon their thinking, and to provide rationales for their thoughts (Lee, Kinzie, & Whittaker, 2012). They usually involve reasoning and judgment (Hargreaves, 1984). In addition to these, open ended questions are found to offer linguistic advantages for children. They help develop children's vocabulary. Since children are expected to think at higher levels when they enter school, open ended questions are important tools in engaging children in cognitively challenging conversations and promoting higher-order thinking in the preschool period. Within this context, this study is an attempt to explore how parents from different socioeconomic backgrounds guide their preschoolers with regard to their question types. Families differing in socioeconomic status were audiotaped in their homes for about 20 minutes while they were playing with their 5-year-old children. Results demonstrated that high SES parents asked more open ended questions and spoke to their children much more than low SES parents. These findings suggest that children of high SES families are introduced with higher-order thinking before school by their parents. Thus, high SES children who start school with better language skills are able to develop better literacy skills.

show abstract

Section: Introductionmentioning

confidence: 99%

Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time

Çakır¹

2016

View full text Add to dashboard Cite

show abstract

“…In Turkey, there are many studies examining Turkish maternal language (Küntay & Slobin, 1995, 1996, 2001Küntay & Ahtam, 2004;Türkay, 2007;Cengiz, 2010Cengiz, , 2013Cengiz & Çakır, 2012aCengiz & Çakır, , 2015; however very little research examined the properties of paternal language (e.g. Cengiz & Çakır, 2012bCengiz & Çakır, , 2016. Studies on fathers in Turkey usually focused on fathers' attitude towards child care, perceptions of their fathering roles and their participation levels in child care (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Socioeconomic Status on Parents’ Dialogicality

Cengiz¹

2016

View full text Add to dashboard Cite

Parent level of education makes important contributions to the linguistic development of children (Hoff, 2003). This cross-sectional study, focusing on the link between families' socioeconomic status (SES) and their language use, aims to investigate whether parents' levels of SES influence their interaction styles with their children in terms of dialogicality. Dialogicality refers to "the ways in which one speaker's concrete utterances come into contact with the utterances of another" (Wertsch, 1991: p. 54). Research suggests that when adults give children opportunities of dialogicality and let them become active participants during conversations, i.e. when the interactions are more dialogic, children show greater language gains (Whitehurst & Lonigan, 1998). Within this context, this study is an attempt to explore how and to what extent parents from different socioeconomic backgrounds encourage their preschoolers to become more active in their interactions. Ten families differing in SES were audio-taped in their homes for about 15 minutes in the toy play context with their five-year-old children. The transcriptions were coded as exchanges, and then each exchange was coded as an II or IR or IRF pattern according to Sinclair & Coulthard's spoken discourse model which was developed in 1975. The model, consisting of three-part exchanges: Initiation, Response, and Feedback, known as IRF, was developed through the application of transcripts taken from primary school classroom settings in the 1970's. Focusing on these parentpreschooler dialogues, this study tried to find out whether families' interaction styles differentiate depending on their SES; thus, which children were encouraged more to become active speakers before starting their formal education. The results show that SES has a crucial effect upon parents' dialogicality, that is, high SES parents' interaction styles are much more dialogic.

show abstract

Effects of embedding decontextualized language during book-sharing delivered by fathers in Turkey

Seven

Goldstein

2020

Early Childhood Research Quarterly

View full text Add to dashboard Cite

Turkish Fathers' Language Use In The Context Of Toy Play

Cited by 4 publications

References 25 publications

Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time

Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time

The Effect of Socioeconomic Status on Parents’ Dialogicality

Effects of embedding decontextualized language during book-sharing delivered by fathers in Turkey

Contact Info

Product

Resources

About