Quantity and quality of caregiver input was examined longitudinally in a sample 50 parent–child dyads to determine which aspects contribute most children’s vocabulary skill across early development. Measures gleaned from interactions at child ages 18, 30, 42 months were relation on standardized measure 1 year later (e.g., 42, 54 months). Results show that controlling for socioeconomic status, quantity, previous skill; using diverse sophisticated with toddlers; decontextualized language...

This study sought to determine why American parents from different socioeconomic backgrounds communicate in ways with their children. Forty-seven parent-child dyads were videotaped engaging naturalistic interactions the home for ninety minutes at child age 2;6. Transcripts of these provided measures child-directed speech. Children's vocabulary comprehension skills measured using Peabody Picture Vocabulary Test 2;6 and one year later 3;6. Results indicate that: (I) speech toddlers aged...

This study investigated predictors of growth in toddlers' vocabulary production between the ages 1 and 3 years by analyzing mother–child communication 108 low‐income families. Individual modeling was used to describe patterns children's observed initial status between‐person change. Results indicate large variation across children. Observed positively related diversity maternal lexical input language literacy skills, negatively depression. Maternal talkativeness not this sample. Implications...

Children’s early language exposure impacts their later linguistic skills, cognitive abilities, and academic achievement, large disparities in are associated with family socioeconomic status (SES). However, there is little evidence about the neural mechanisms underlying relation between experience development. Here, was measured from home audio recordings of 36 SES-diverse 4- to 6-year-old children. During a story-listening functional MRI task, children who had experienced more conversational...

Children from low–socioeconomic status (SES) families, on average, arrive at school with smaller vocabularies than children high-SES families. In an effort to identify precursors to, and possible remedies for, this inequality, we videotaped 50 families a range of different SES interacting parents 14 months assessed their vocabulary skills 54 months. We found that frequently used gesture communicate months, relation was explained by parent use (with speech controlled). turn, the fact have...

Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and this variation predicts levels of achievement elementary school.In a longitudinal study diverse sample 44 children, we examined extent to which understanding cardinal meanings number words (e.g., knowing word "four" refers sets with 4 items) is predicted "number talk" hear from primary caregiver early home environment.Results 5 visits showed substantial parents' talk between...

The gestures children produce predict the early stages of spoken language development. Here we ask whether gesture is a global predictor learning, or particular outcomes. We observed 52 interacting with their caregivers at home, and found that use 18 months selectively predicted lexical versus syntactic skills 42 months, even child speech controlled. Specifically, number different meanings conveyed in vocabulary but gesture+speech combinations did not. In contrast, combinations, particularly...

Children vary widely in the rate at which they acquire words—some start slow and speed up, others fast continue a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES], parent input, child gesture) growth between 14 46 months ( n = 62) then uses estimates children’s 54 months. Velocity acceleration development 30 predicted later...

Children vary widely in how quickly their vocabularies grow. Can looking at early gesture use children and parents help us predict this variability? We videotaped 53 English-speaking parent-child dyads homes during daily activities for 90-minutes every four months between child age 14 34 months. At 42 months, were given the Peabody Picture Vocabulary Test (PPVT). found that was a significant predictor of vocabulary size above beyond effects parent word Parent not directly related to...

Neuroscience research has elucidated broad relationships between socioeconomic status (SES) and young children9s brain structure, but there is little mechanistic knowledge about specific environmental factors that are associated with variation in structure. One factor, early language exposure, predicts linguistic cognitive skills later academic achievement, how exposure relates to neuroanatomy unknown. By measuring the real-world of children (ages 4–6 years, 27 male/13 female), we confirmed...

Both the input directed to child, and child's ability process that input, are likely impact language acquisition. We explore how these factors inter-relate by tracking relationships among: (a) lexical properties of maternal child-directed speech prelinguistic (7-month-old) infants (N = 121); (b) infants' abilities segment targets from conversational utterances in an experimental paradigm; (c) children's vocabulary outcomes at age 2;0. repetitiveness segmentation skills 0;7 predicted 2;0;...

Abstract There are clear associations between the overall quantity of input children exposed to and their vocabulary acquisition. However, by uncovering specific features that matter, we can better understand mechanisms involved in learning. We examine whether exposure wh ‐questions, a challenging quality communicative input, is associated with toddlers' later verbal reasoning skills sample low‐income, African‐American fathers 24‐month‐old ( n = 41). Dyads were videotaped free play sessions...

Abstract In this article, I address our understanding of the word gap, or why parents’ talk to children differs by socioeconomic status. The differences in quantity and quality input across early childhood predict children's language development their readiness for school. As a result, growing number interventions target parent–child interactions enhance experiences promote learning. Understanding factors that shape communication with is essential has implications empirical research as well...

Abstract The purpose of this study was to provide descriptive information about low‐income fathers’ and mothers’ talk toddlers re‐examine the bridge hypothesis ( Gleason, 1975 ) in light current changes family structure childcare responsibilities. Thirty‐three father–child mother–child dyads were videotaped during semi‐structured free play at home. Fathers’ children did not differ amount, diversity vocabulary, or linguistic complexity as measured by mean length utterance. However, fathers...

This study investigated the role of parenting knowledge infant development in children's subsequent language and pre‐literacy skills among White, Black Latino families varying socioeconomic status. Data come from 6,150 participants Early Childhood Longitudinal Study–Birth Cohort. Mothers' was measured when children were 9 months old, child during fall preschool year prior to Kindergarten approximately four years old. uniquely related both maternal education race/ethnicity. Reported sources...

This study examines whether children's decontextualized talk—talk about nonpresent events, explanations, or pretend—at 30 months predicts seventh‐grade academic language proficiency (age 12). Academic (AL) refers to the of school texts. AL has been identified as an important predictor adolescent text comprehension. Yet research on precursors is scarce. Child talk known be a early discourse development, but its relation later outcomes remains unclear. Forty‐two children and their caregivers...

Young children learn to communicate in the language(s) of their communities, yet individual trajectories language development and particular varieties modes communication acquire vary depending on contexts which they live. This review describes how context shapes development. Building bioecological model development, we conceptualize as a set nested systems surrounding child, from national policies cultural norms that shape broader environment communicative interactions experience being...

This study examines the role of a particular kind linguistic input--talk about past and future, pretend, explanations, that is, talk is decontextualized--in development vocabulary, syntax, narrative skill in typically developing (TD) children with pre- or perinatal brain injury (BI). Decontextualized has been shown to be particularly effective predicting children's language skills, but it not clear why. We first explored nature parent decontextualized found linguistically richer than...

Abstract Socioeconomic disparities in children's early vocabulary skills can be traced back to gesture use at age one and are due, part, the quantity quality of communication children exposed by parents. Further, parents' mindsets about intelligence contribute their interactions with children. We implemented a parent intervention growth mindset component 47 parents 10‐month‐olds determine whether this approach would increase pointing gesture, infants' pointing, child growth. The had an...