The Relations between "Babysigning", Child Vocabulary and Maternal Mind-Mindedness

Autor/inn/en	Zammit, Maria; Atkinson, Susan
Titel	The Relations between "Babysigning", Child Vocabulary and Maternal Mind-Mindedness
Quelle	In: Early Child Development and Care, 187 (2017) 12, S.1887-1895 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1193502
Schlagwörter	Foreign Countries; Sign Language; Toddlers; Interpersonal Communication; Hypothesis Testing; Language Skills; Scores; Mothers; Check Lists; Nonverbal Communication; Semi Structured Interviews; Educational Attainment; Parent Background; Age Differences; Siblings; Gender Differences; Vocabulary; Statistical Analysis; Parenting Styles; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gebärdensprache; Infant; Infants; Toddler; Kleinkind; Interpersonale Kommunikation; Hypothesenprüfung; Hypothesentest; Language skill; Sprachkompetenz; Mother; Mutter; Checkliste; Non-verbal communication; Nonverbale Kommunikation; Bildungsabschluss; Bildungsgut; Elternhaus; Age; Difference; Age difference; Altersunterschied; Sibling; Geschwister; Geschlechterkonflikt; Wortschatz; Statistische Analyse; Großbritannien
Abstract	Babysign classes are increasingly popular across the UK. Benefits are said to include increasing child vocabulary, reducing frustration, and improving parent-child relations. A further relationship between the use of babysign and maternal mind-mindedness (MM) has been suggested. It was hypothesized here that parents choosing babysign classes would describe their child using more mind-minded comments than those attending other toddler classes and that their children would have greater language skills. The MM scores of 34 mother-child dyads attending parent-toddler activities were measured using Meins et al.'s (2012) research protocol. Mothers also completed a communicative checklist for language and gesture use and understanding. Results indicate that mothers who choose to use babysign describe their children with significantly more mind-minded attributes, but language skills do not differ between the two groups of children. This supports the hypothesis that mothers using babysign would show more MM than mothers not using babysign. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01