Date of this Version
Timm, Rachel; Raikes, Helen: Effects of Parent Child Interaction and Language Stimulation on Children's Language Development. Poster session presented at: Undergraduate Poster Session. UNL Spring Research Fair. 2016 April 13; Lincoln, NE.
- Does parent positive regard relate to a child’s receptive language development?
Does language stimulation relate to a child’s receptive language development?
Does parent bookreading behavior (reading fluency, reading intonation/animation, comfort level, and child involvement) relate to a child’s receptive language development?
- Preschool Language Scale-5 (PLS-5)
- Peabody Picture Vocabulary Test-4 (PPVT-4)
- HOME Language and Literacy Scale
- Video Codes from the NICHD Study of Early Child Care
- Positive regard was not significantly related to the PLS-5 or the PPVT-4.
- The HOME Language and Literacy Scale was a significant predictor of the PPVT-4 and was related to the PLS-5 at a trend level.
- The bookreading variable of observed parent comfort was a significant predictor of PPVT-4 scores.
- The bookreading variable of observed child involvement was a significant predictor of PPVT-4 scores and was related to PLS-5 scores on a trend level.
Discussion:The quality and quantity of stimulation support of a child at home along with parents involving their children during reading time significantly relates to a child’s language development. Comfort and child involvement are good predictors of language development because the child is exposed to reading and being comfortable reading at an early age.