How Do Parents of School-Aged Children Respond to Their Children's Extending Gestures?

Autor/inn/en	Wray, Charlotte; Saunders, Natalie; Frazier Norbury, Courtenay
Titel	How Do Parents of School-Aged Children Respond to Their Children's Extending Gestures?
Quelle	In: Journal of Child Language, 46 (2019) 3, S.459-479 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wray, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Child Language; Nonverbal Communication; Young Children; Parent Child Relationship; Responses; Developmental Disabilities; Language Impairments; Interpersonal Communication + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Non-verbal communication; Nonverbale Kommunikation; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Interpersonale Kommunikation
Abstract	Gesture plays an important role in early language development, as how parents respond to their children's gestures may help to facilitate language acquisition. Less is known about whether parental responses facilitate language learning later in childhood and whether responses vary depending on children's language ability. This study explored parental responses to extending gestures in a sample of school-aged children (aged six to eight years) with developmental language disorder, low-language and educational concerns, and typically developing children. Overall there were no group differences in the types of responses parents provided to extending gestures. Parents predominantly responded with positive feedback but also displayed moderate proportions of verbal translations and clarification requests. Within the DLD group, the proportion of parent translations was negatively associated with language ability. Our finding suggests that parent responses serve to enhance communication and engage children in tasks, but there is limited evidence that they support new language learning at this age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01