A Longitudinal Investigation of Mothers' Mind-Related Talk to Their 12- to 24-Month-Old Infants

Autor/inn/en	Degotardi, S.; Torr, J.
Titel	A Longitudinal Investigation of Mothers' Mind-Related Talk to Their 12- to 24-Month-Old Infants
Quelle	In: Early Child Development and Care, 177 (2007) 6-7, S.767-780 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Infants; Play; Mothers; Emergent Literacy; Parent Child Relationship; Longitudinal Studies; Individual Differences; Beliefs; Educational Attainment; Cognitive Processes; Cognitive Development; Early Childhood Education + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Spiel; Mother; Mutter; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individueller Unterschied; Belief; Glaube; Bildungsabschluss; Bildungsgut; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Children's exposure to mind-related talk has been shown to foster young children's metacognitive understanding and to orient them to the patterns of literate language long before they commence formal literacy instruction at school. In this paper, we report on a longitudinal study of the mind-related talk of 22 mothers when their infants were aged 12, 18 and 24 months. Results revealed broad and stable individual differences in mothers' propensity to use encouragement-of-autonomy, mental-state and modulation-of-certainty talk to their infants during a free play session. Mothers' talk about beliefs increased with infant age, and higher-educated mothers used significantly more mental-state and modulation-of-certainty talk than lower-educated mothers. These findings are discussed in terms of current understandings of the discourse contexts supporting children's developing understanding of the mind, and implications are derived for early childhood pedagogy in settings for children in the first two years of life. (Contains 3 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10