UCARE: Undergraduate Creative Activities & Research Experiences
Effects of parent child interaction and language stimulation on children's language development
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.
Educational Methods Commons, First and Second Language Acquisition Commons, Other Education Commons
Copyright © 2016 Rachel Timm, Helen Raikes: