Patterns of Maternal Interactive Behaviors and Dual Vocabulary Development in Mexican American Children

Autor/inn/en	Winstone, Laura K.; Benitez, Viridiana L.; van Huisstede, Lauren
Titel	Patterns of Maternal Interactive Behaviors and Dual Vocabulary Development in Mexican American Children
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1866-1879 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Laura K.) ORCID (Benitez, Viridiana L.) ORCID (van Huisstede, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001024
Schlagwörter	Mothers; Parent Child Relationship; Toddlers; Preschool Children; Bilingualism; Vocabulary Development; Language Acquisition; Behavior Patterns; Interaction; Expressive Language; Native Language; Spanish; Mexican Americans; Low Income Groups; Acculturation; English (Second Language); Caregiver Child Relationship; Arizona; Acculturation Rating Scale for Mexican Americans; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Interaktion; Spanisch; Hispanoamerikaner; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Children learn the words of their native language(s) from interactions with their caregivers. Although previous research has found that the language children hear during those interactions predicts vocabulary outcomes, few studies have investigated how qualitative features of social interactions work together to affect children's vocabulary development, particularly for underresourced, language minoritized children. This study examined patterns of maternal interactive behaviors during toddlerhood in relation to children's later Spanish and English vocabulary development among 318 low-income, Mexican American families. Five maternal behaviors (acknowledging, elaborating, gaze, vocal appropriateness, and overriding) were coded from video recordings at age 24 months. At 36 and 54 months, child expressive vocabulary was assessed in both English and Spanish. Latent class analysis identified five distinct patterns of maternal interactive behaviors, which differentially supported or compromised child expressive language in English and Spanish. Implications of these findings for better understanding the role of caregiver interactions in dual language vocabulary development are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01