Download to read offline
Parent-Infant Speech Interactions
- 1. Cha Cha Hamilton,Makayla Grizzle, Abby Davis, Mary Madden Pherson, Morgan Wise, Abbey McIntosh Parental Involvement in Infant Speech Development
- 2. Introduction Parents play alarge role in spurring on and facilitating their child’s speech development. ● The first three years of life are the most intensive for acquiring language and speech skills. ● The difference between language and speech (Hartnett, 2019): ○ Language is giving/getting information and being understood through communication. ○ Speech is the verbal expression of language. ● How can parents play a role in positive speech development? ○ Talking with their baby/child, singing songs, imitating gestures, etc. ○ Read to your child. ○ Narrate throughout your day and your actions. Surround them with speech and language. ● Piaget’s sensorimotor and preoperational stages
- 3. What influences affect infantscognitive reading development? What might cause some infants to develop slower/faster than others? Is there a book or a song that you had a caregiver share with you multiple times? Different Reading Environments
- 4. Shared reading withpreverbal infants and later language development (Muhinyi & Rowe, 2019) 01
- 5. Methods Shared reading withpreverbal infants and later language development (Muhinyi & Rowe, 2019) Parent and child factors influence reading interactions, which will help the child’s language development Researchers visited homes of the families a total of 5 times. During the visits the following information was collected or observed: Family and child factors, Maternal speech and gestures during reading, Child interest during reading, Child language skills at 18 months Hypothesis Mothers and their 10 month old ranging in SES status from Northeast U.S. 3 research questions Participants: How do interactions vary during reading for the infants? Are there specific features that happen at 10 months that predict language ability later? Do child and family factors interact with specific features of reading interactions?
- 6. Shared Reading ● Roleof family and child factors: ● Relation between reading variables and language ability: Results Implications Weaknesses The only factors that affected the interaction were maternal education and sex of the child. Children later in life will be more motivated to read if they were read to as an infant. Not diverse in ethnicity, small sample, in a larger sample more of a correlation between maternal education and reading may appear Diverse in SES longitudinal study Strengths
- 7. Parent coaching increases conversationalturns and advances infant language development (Ramirez, Lytle, & Kuhl, 2020) 02
- 8. Parent Coaching Methods Hypothesis Research Question Howcan interventions of parent coaching have an impact on language input and the trajectories on a child’s vocalizations and overall language outcomes? Intervention will increase parentese, but not standard speech and overall quantity of speech. Intervention will enhance parent child turn taking Intervention will increase frequency of a child’s vocalizations and enhance child language outcome at 18 months 71 Families recruited from multiple SES backgrounds; only spoke English Divided into 2 groups: control and receiving intervention of parent coaching. Participants Placed audio recorders in the homes of families. At end of the study gave the Communicative Development Inventory Survey to parents.
- 9. Parent Coaching Results Parents whoreceived coaching used parentese and engaged conversation turns more, therefore this supported the hypotheses. Implications Using parentese and conversational turns is an effective parenting strategy to further a child’s language development Strengths Recruited families from different socioeconomic statuses. Weaknesses Limited to early child development specifically infants Limited to English speaking households
- 10. Think! Based on thearticles, What theories could provide some clarity to Parental involvement in infant speech development? Can you think of any other theories that we have not talked about that come to mind?
- 11.
- 12. - Bronfenbrenner's theorystates that a child’s development is based on bidirectional influences between themselves and their environment. This suggests that interconnections among a child’s immediate environment and their outer environment plays a crucial role in their development. - Bronfenbrenner placed the child in the middle of the model and divided environment into 5 interrelated systems: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem - Microsystem: child’s immediate environment - Mesosystem: connection between the different systems - Exosystem: indirectly influence the child through the microsystems - Macrosystem: social norms and cultural values - Chronosystem: time and historical context Bronfenbrenner: Ecological Systems Theory
- 13. Bronfenbrenner Application - Infant-parent speechinteractions relates to Bronfenbrenner’s theory because it shows how our microsystem, specifically our parents in this case, affect us and our development - Interactions with our immediate environment have a large impact on our growth and development - By increasing their effort to help develop communication through reading and parentese, the parents are directly influencing the child’s speech development
- 14. Which areas ofthe Bronfenbrenner model would be most affected when looking at child speech development?
- 15. Developmental Psychopathology Home School FamilyActivities - Developmental Psychopathology is the study of child development through the effects of normal development and abnormal development; it states that every child faces hardships of some capacity - Theory mainly focuses on the prevention and intervention of maladaptation - Uses a scientific approach to study how children develop in different environments compared to their peers
- 16. Developmental Psychopathology andInfants/children - Regarding the development of infants and children, research shows that parents who are seen as ‘provider’, ‘model’, or ‘teacher’ are more likely to have a strong bond with their children than parents who are seen as ‘director’, ‘coach’, or ‘gatekeeper’ (Holden, 2010). - A strong bond with parents or caregivers is also connected to eagerness to learn as well as ease in ability to learn (Holden, 2010). - Reading books, talking to your baby, narrating your grocery shopping, and singing songs are all ways to improve the development of your child’s speech as they grow.
- 17. Think! In what wayscan you connect developmental psychopathology to a child’ speech development? Discuss with your table. How does developmental psychopathology help with a child’s physical development from infancy to childhood? Discuss with your table.
- 18. Ramirez, N. F.,Lytle, S. H., & Kuhl, P. K. (2020). Parent coaching increases conversational turns and advances infant language development. PNAS, 117(7), 3484-3491. https://doi.org/10.1073/pnas.1921653117 Bronfenbrenner, U. (1979). Context of child rearing: Problems and prospects. American Psychologist, 34, 844-850. Hartnett, J. K. (Ed.). (2019, November). Delayed speech or language development (for parents) - nemours kidshealth. KidsHealth. Retrieved February 10, 2022, from https://kidshealth.org/en/parents/not-talk.html Holden, G. W. (2010). Childrearing and developmental trajectories: Positive pathways, off- ramps, and dynamic processes. Child Development Perspectives 4(3), 197-204. Muhinyi, A., & Rowe, M. L. (2019). Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology, 64, https://doi.org/10.1016/j.appdev.2019.101053 Works Cited
Editor's Notes
- #19 Holden, G. W. (2010). Childrearing and developmental trajectories: Positive pathways, off-ramps, and dynamic processes. Child Development Perspectives 4(3), 197-204. Bronfenbrenner, U. (1979). Context of child rearing: Problems and prospects. American Psychologist, 34, 844-850.