Effects of Parent Child Interaction and Language Stimulation on Children's Language Development

Authors

• Rachel E. Timm, University of Nebraska-LincolnFollow
• Helen Raikes, University of Nebraska-LincolnFollow

Date of this Version

Spring 4-13-2016

Document Type

Poster

Citation

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.

Comments

Copyright © 2016 Rachel Timm, Helen Raikes:

Abstract

Research Questions:

• 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?

Measures:

• 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

Results:

• 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.