Mothers’ and Fathers´ Language Quality and Vocabulary Development of 3-year-old Children

• In Event: Unique Contributions of Fathers, Mothers and Children to Language Skills in the First Years.

Abstract

Introduction. A growing body of research shows association between caregivers’ language input and children´s vocabulary acquisition (Rowe, 2012). Several studies have documented a strong positive association between children’s vocabulary and the quantity (i.e. number of words, utterances) and and quality (i.e. number of different word types, wh-questions) of caregiver input (Hart & Risley, 1995; Pan et al., 2005). However, data on the specific contribution of fathers and mothers is still scarce. We also know little about the individual characteristics associate to the quality and quantity of parental input.
Hypotheses. In this study we examine whether the quantity and quality of input is associated with childrens’ vocabulary. Specifically, we examined: (1) quantity and quality of parents´ linguistic input with their children; (2) association between parental quantity/quality of linguistic input, parental characteristics, stimulation practices, and quality of interaction and children’s vocabulary skills; and (3) similarities and differences between mothers/fathers in the aforementioned variables.
Study population. 115 low-income families (mother, father, and their 3-year-old children.
Methods. Mother-child and father-child dyads were videotaped in 10 minutes free play sessions. Videotapes were transcribed and reliably coded using the CHAT conventions (CHILDES, MacWhinney,2000). Mothers’ and fathers’ quantity (number and mean length of utterances, number of words), and quality (diversity of word types, repetition, exposure to wh-questions) of input were obtained using the CLAN program. Quality of parent-child interactions were coded using PARCHISY (Deater-Deckard, 2000). Parental self-report was obtained on depressive symptoms (CES-D; Eaton, et al., 2004), parental stress (PSS; Berry & Jones, 1995) and frequency of cognitive stimulation practices (Mewissen & Carlson, 2005). Children’s receptive vocabulary was assessed with the Peabody Picture Vocabulary Test (PPVT-III; Dunn & Dunn, 1997).
Results.
Preliminary results (n=66) are reported. Mothers’ and fathers’ quantity/quality of linguistic input is presented in Table 1. For mothers and fathers, the frequency of cognitive stimulation practices and wh-words was related to children’s vocabulary skills (see Table 2). Maternal word diversity was also associated with better children’s vocabulary skills.
Several parental characteristics were found to be related to the linguistic input they provide to their children (Table 2). Family income was associated to the number of words, mean length utterances, and diversity of words that mothers and fathers say to their children. Paternal education level was found to be related to the amount of utterances, diversity of words and frequency of cognitive stimulation practices. Paternal sensitivity during the interaction was related to higher number of utterances, total words and diversity.
Fathers and mothers showed differences in the linguistic input they provide. Mothers talk more to their children, use more diverse words, but also repeat more than fathers. No differences were found between fathers and mothers in the amount of wh-words (see Table 1).

Authors

• Fernanda Prieto, Universidad del Desarrollo (UDD)
  Presenting Author

• Daniela Aldoney, Universidad del Desarrollo (UDD)
  Non-Presenting Author