Parents Modify Gesture According to Task Demands and Child Language Needs

Autor/inn/en	Wray, Charlotte; Norbury, Courtenay Frazier
Titel	Parents Modify Gesture According to Task Demands and Child Language Needs
Quelle	In: First Language, 38 (2018) 4, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723718761729
Schlagwörter	Parent Child Relationship; Nonverbal Communication; Language Acquisition; Problem Solving; Language Skills; Children; Language Impairments; Comparative Analysis; Correlation; Vocabulary Development; Check Lists; Foreign Countries; Elementary School Students; Disadvantaged; Age Differences; Observation; Receptive Language; Expressive Language; United Kingdom (England) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Sprachaneignung; Spracherwerb; Problemlösen; Language skill; Sprachkompetenz; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Wortschatzarbeit; Checkliste; Ausland; Age; Difference; Age difference; Altersunterschied; Beobachtung; Rezeptive Kommunikationsfähigkeit
Abstract	Parent-child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent-child dyads were observed for children aged 6-8 years with developmental language disorder (DLD: n = 21) relative to parents of typically developing peers (TD: n = 18) and children with low language (LL) and educational concerns (n = 21). Parents of children with DLD gestured at significantly higher rates than parents of TD children, but only during a complex interactive problem solving task. Across the entire sample, parent gesture rate was positively correlated with child gesture rate, but negatively correlated with child vocabulary. Parent gesture thus may serve as a strategy to maximise communication success for children with language difficulties and is most evident when communication demands are high. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01