Parental input during book reading and toddlers' elicited and spontaneous communicative interactions

Ünlütabak B., Aktan-Erciyes A., Yılmaz D., Kandemir S., Göksun T.

Journal of Applied Developmental Psychology, cilt.81, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 81
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1016/j.appdev.2022.101436
  • Dergi Adı: Journal of Applied Developmental Psychology
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, Periodicals Index Online, Child Development & Adolescent Studies, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Anahtar Kelimeler: Parental questions, Gesture input, Toddlers, Shared book reading, Pragmatic development, YOUNG-CHILDREN, WH-QUESTIONS, VOCABULARY DEVELOPMENT, LANGUAGE, MOTHERS, SPEECH, INTERVENTION, ACQUISITION, ELABORATION, QUANTITY
  • Kayseri Üniversitesi Adresli: Hayır

Özet

© 2022 Elsevier Inc.This study examined the relation between characteristics of parental input, particularly focusing on questions and pointing gestures directed to toddlers during book reading, and toddlers' elicited and spontaneous communicative interactions. A total of 30 Turkish speaking parents and their toddlers (18 girls, Mage = 18.79 SDage = 1.55) were observed during shared book reading. The communicative interactions were coded for parents' questions and pointing, and toddlers' elicited and spontaneous speech and pointing. The results showed that parents' label questions with pointing were positively associated with toddlers' elicited speech. Similarly, parents' label questions without pointing, and parents' description questions with pointing were positively associated with toddlers' elicited pointing. These findings highlight the importance of parental questions accompanied by pointing when eliciting toddler communicative interactions both in the form of speech and pointing, and provides insight for how to best communicate with toddlers during such interactions.