Everyday caretaker talk to toddlers vs. threes and fours

Abstract

Interpersonal functions of everyday caretaker speech usage are examined when addressed to toddlers, threes, and fours. Twelve teachers, 4 at each age level, were each observed for 24 3-minute intervals during free play, and their speech classified into 45 responsive and spontaneous functional categories based on our previously developed classification scheme for spontaneous child speech (Schachter et al. 1974). The results support hypotheses derived from Piagetian theory concerning early developments in ego-differentiation. Speech patterns with increments in speech to toddlers include explicating desires, providing substitutes for prohibitions, reporting on the child, and word teaching, called alter-ego speech. Patterns with increments for threes and/or fours include enhancing the child's ego, assisting him to fulfil desires himself, and encouraging persistence, called ego-supportive speech, as well as modulations (explanations, justifications, etc.) and admonitions with appeals to norms, called ego-socializing speech. Implications for language acquisition are discussed.

A multi-functional approach to single-word usage

“…This ensures at least one level of classification which chronicles observable events, and does not involve subjective observer judgments (cf. Schachter et al 1976). There were virtually no disagreements between observers on main action category classifications.…”

“…We chose not to decide whether the child was processing the question and thus avoided distinguishing between cases in which questions were ignored and those in which they were misunderstood (cf. Schachter et al 1976). Similarly we scored Appropriate and Inappropriate response to command.…”

“…It is not surprising that we do not obtain a uniform picture when comparing children on these measures. Schachter, Fosha, Stemp, Brotman & Ganger (1976) state similarly that while much has been learned about the structure of child language, relatively little is known about the ways in which language is used, and particularly about the interplay between levels of structure and the social factors involved in interpersonal usage.…”

What's in a name? Coming to terms with the child's linguistic environment

“…At least a dozen different terms have made an appearance in the literature, with the most notable being : (1) BABY TALK (Lukens, 1894) ; (2) NURSERY TALK (Jakobson, 1941(Jakobson, /1968) ; (3) MOTHERESE (Newport, 1975); (4) CAREGIVER SPEECH (Ochs, 1982) ; (5) CARETAKER TALK (Schachter, Fosha, Stemp, Brotman & Ganger, 1976) ; (6) VERBAL STIMULI (Skinner, 1957); (7) EXPOSURE LANGUAGE (Gillette, Gleitman, Gleitman & Lederer, 1999) ; (8) INPUT LANGUAGE (Ninio, 1986) ; (9) LINGUISTIC INPUT (Schlesinger, 1977); (10) PRIMARY LINGUISTIC DATA (Chomsky, 1965) ; (11) INFANT-DIRECTED SPEECH (Cooper & Aslin, 1990) ; and (12) CHILD-DIRECTED SPEECH (Warren-Leubecker & Bohannon, 1984). At least a dozen different terms have made an appearance in the literature, with the most notable being : (1) BABY TALK (Lukens, 1894) ; (2) NURSERY TALK (Jakobson, 1941(Jakobson, /1968) ; (3) MOTHERESE (Newport, 1975); (4) CAREGIVER SPEECH (Ochs, 1982) ; (5) CARETAKER TALK (Schachter, Fosha, Stemp, Brotman & Ganger, 1976) ; (6) VERBAL STIMULI (Skinner, 1957); (7) EXPOSURE LANGUAGE (Gillette, Gleitman, Gleitman & Lederer, 1999) ; (8) INPUT LANGUAGE (Ninio, 1986) ; (9) LINGUISTIC INPUT (Schlesinger, 1977); (10) PRIMARY LINGUISTIC DATA (Chomsky, 1965) ; (11) INFANT-DIRECTED SPEECH (Cooper & Aslin, 1990) ; and (12) CHILD-DIRECTED SPEECH (Warren-Leubecker & Bohannon, 1984).…”

“…As research flourished, so too did the number of terms used to describe this special mode of speech. At least a dozen different terms have made an appearance in the literature, with the most notable being : (1) BABY TALK (Lukens, 1894) ; (2) NURSERY TALK (Jakobson, 1941(Jakobson, /1968) ; (3) MOTHERESE (Newport, 1975); (4) CAREGIVER SPEECH (Ochs, 1982) ; (5) CARETAKER TALK (Schachter, Fosha, Stemp, Brotman & Ganger, 1976) ; (6) VERBAL STIMULI (Skinner, 1957); (7) EXPOSURE LANGUAGE (Gillette, Gleitman, Gleitman & Lederer, 1999) ; (8) INPUT LANGUAGE (Ninio, 1986) ; (9) LINGUISTIC INPUT (Schlesinger, 1977); (10) PRIMARY LINGUISTIC DATA (Chomsky, 1965) ; 11INFANT-DIRECTED SPEECH (Cooper & Aslin, 1990) ; and (12) CHILD-DIRECTED SPEECH (Warren-Leubecker & Bohannon, 1984). This list is by no means exhaustive.…”