Content or Connectedness? Mother-Child Talk and Early Social Understanding

Autor/inn/en	Ensor, Rosie; Hughes, Claire
Titel	Content or Connectedness? Mother-Child Talk and Early Social Understanding
Quelle	In: Child Development, 79 (2008) 1, S.201-216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01120.x
Schlagwörter	Mothers; Social Cognition; Verbal Ability; Preschool Children; Toddlers; Speech; Parent Child Relationship; Individual Characteristics + Suchen Sie Ihr Suchwort? Mother; Mutter; Soziale Kognition; Mündliche Leistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Speaking; Sprechen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Despite much research into individual differences in social understanding among preschoolers, little is known about corresponding individual differences within younger children. Likewise, although studies of preschoolers highlight the importance of mental-state references, other aspects of talk have received less attention. The current study involved 120 families with 2-year-olds; video-based transcripts of observations of family interaction were coded for quantity, connectedness, and content of mothers' and children's talk. At 2, 3, and 4 years of age, children completed social understanding and verbal ability tests. Mothers' connected turns and mental-state reference within connected turns showed independent associations with children's social understanding (as did children's mental-state references, both overall and within connected turns). Connected conversations provide a fertile context for children's developing social understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10