Poster #30 - The Importance of Parent-Child Engagement in Language Learning

• In Event: Poster Session 16

Abstract

A parent’s investment in their child’s development is well known to be important for fostering positive growth (Hoff, 2006; Moore, 1968; McCartney, 1984; Rowe, 2012). Likewise, parents play a large role in supporting a child’s language development. Indeed research suggests a positive correlation between parental engagement (reading together and time spent in play) and a child’s vocabulary level. The focus of the current study is to examine the relationship between these two variables in order to better understand their relationship. There are two phases to this experiment. The purpose of Phase 1 is to investigate the relationship between parental involvement and a child's accuracy and confidence in recognizing known words and learning new ones. Phase one included 212 participants from 16-34 months (M=23.5 months). who completed a variety of language tasks in the lab as well as parent-report information about the child’s language and their involvement with their child on a daily basis. Lab tasks include referent selection task tapping both known and novel word learning during which we measured the child’s initial confidence as well as final accuracy on each trial. For this phase we hypothesized that the more engagement between the child-guardian pair would result in higher scores of both confidence and accuracy while recognizing known words and learning new ones. We found a signifigant correlation between the childs involvement and their performance on known referent selection, r(87)=.294, p=.006 and vocabulary percentile, r(88)=.478, p<.001. Phase two is an extension of phase 1 and examines the relationship between a child's vocabulary level and their engagement level while reading with their guardians. Data collection for Phase 2 is currently underway. The procedure for this experiment involves a child-guardian pair reading one book that is on the child's developmental level and then a book that is either above or below their developmental level. Child’s engagement while reading both of these books will be coded for quantity and quality. We hypothesize that during phase two, children with a higher vocabulary level will be more engaged than those with a lower vocabulary level. Taken together, this research will allow the science community to better understand the importance and relevance of spending time with one’s child whether that be in play or reading with them. Phase one of this experiment suggested that reading with one’s child, more so than other activities such as eating or drawing together, can help solidify recognition of known words. Phase two will expand on this testing if a child's vocabulary level positively correlates with increases in the child’s overall engagement while reading with their guardian. In conclusion, engagement, especially throug reading, is one of the best activities a child can do with their guardian, supporting a child’s confidence in using language and growing their language skills.

Authors

• Madison Dill, Oklahoma State University - Stillwater
  Presenting Author

• Sarah C Kucker, Southern Methodist University