Mapping the literature on parent-child language across activity contexts: a scoping review

Holme, Caitlin; Harding, Sam; Roulstone, Sue; Lucas, Patricia J; Wren, Yvonne

doi:10.1080/09669760.2021.2002135

Cited by 10 publications

(7 citation statements)

References 87 publications

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“…These findings suggest a need for ethnographic research conducted in the home environment, observing families (not just mothers and their deaf children) during a range of daily activities, throughout a day, or week, or perhaps longer. Research undertaken with hearing families [see the systematic review by Holme et al (2022) ] increasingly features researchers capturing interactions within daily routines, in homes, using video and audio-based recording equipment. There are some recent studies with deaf infants that seek to capture interactions throughout the whole day ( Brock and Bass-Ringdahl, 2021 ) or during activities such as mealtimes ( Smolen et al, 2021 ) but these embrace audio-only recording software (LENA belts) which therefore limits the perspective on PCI with deaf infants.…”

Section: Discussionmentioning

confidence: 99%

“It doesn’t matter if we’re the most amazing professionals in the world…” A qualitative study of professionals’ perspectives on parent-child interaction assessment with deaf infants

Curtin,

Wakefield,

Herman

et al. 2024

Front. Psychol.

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IntroductionParent child interaction (PCI) is positively associated with deaf children’s language development. However, there are no known, deaf-specific tools to observe how a parent interacts with their deaf child aged 0–3 years. Without a framework for professionals to use with families, it is unknown how professionals assess PCI, what they assess, why they assess, and how the assessment results relate to case management.MethodsEighteen hearing and deaf professionals, who work with deaf and hard of hearing infants aged 0–3 years and their families, attended online focus groups. The aim of the study was to gain insight into the professional assessment of PCI. Data were analyzed using thematic analysis.FindingsSix themes were generated from the dataset. Professionals discussed how central parents were in the support offered to families in the home, the importance of knowing and understanding the individual family, and accounting for and supporting parental wellbeing. Descriptions on how to administer a best practice PCI assessment included which parent behaviors to assess and how to make adaptations for different populations. Professionals shared how the assessment and review process could be used to inform and upskill parents through video reflection and goal setting.DiscussionThis study provides insight into the mechanisms and motivations for professionals assessing the interactive behaviors of parents who have deaf children aged 0–3. Professionals acknowledged that family life is multi-faceted, and that support is most meaningful to families when professionals worked with these differences and incorporated them into assessment, goal setting, and intervention plans.

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Section: Discussionmentioning

confidence: 99%

“It doesn’t matter if we’re the most amazing professionals in the world…” A qualitative study of professionals’ perspectives on parent-child interaction assessment with deaf infants

Curtin,

Wakefield,

Herman

et al. 2024

Front. Psychol.

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“…Our books were carefully matched on a range of dimensions in an attempt to minimise differences (other than the presence or absence of text) which may influence adult input. Nonetheless, differences may have existed; and we know from prior research that variations in narrative complexity and content can have an impact on talk (Holme et al, 2022).…”

Section: Use Of Abstract Languagementioning

confidence: 99%

“…It is well documented that specific interactive contexts shape parent-child communication in different ways, with shared book reading and play the most frequently studied, due to their common use at home (Hoff, 2006;Holme et al, 2022). For example, parents have been found to ask more wh-questions and use more diverse vocabulary during reading than toy play (Salo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Comparing parent-child interaction during wordless book reading, print book reading and imaginative play

Mathers,

Hodgkiss,

Kolancali

et al. 2024

J. Child Lang.

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This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children’s utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents’ use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children’s language learning environments.

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“…Although the evidence in favor of both text-based and wordless picture book SBR is compelling, the majority of studies have focused on mothers and children. A recent review focusing on parent-child language across different contexts including SBR found that 90% of caregiver participants were mothers (Holme et al, 2022). Thus, the extent to which SBR practices may or may not apply to fathers remains unknown.…”

Section: Father-child Shared Book Readingmentioning

confidence: 99%

“…Children's text‐based books may play an important role in promoting vocabulary development as parents produce more language input and more lexically diverse speech during SBR compared with other parent–child activities including toy‐play, song singing, caregiving, and mealtime routines (Clemens & Kegel, 2021; Holme et al, 2022; Salo et al, 2016; Weizman & Snow, 2001). Children's books are also a valuable vocabulary source for children as they tend to contain larger proportions of unique word types compared with child‐directed speech (CDS) of similar length (Montag et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books

Conica

Kelly

Nixon

et al. 2023

Reading Research Quarterly

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While the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language, the father‐child SBR evidence base is small. Accordingly, the present study examined variation in father and child language quantity, quality, complexity, and function during SBR with text‐based and wordless picture books and explored associations between fathers' language and children's language during these episodes. Participants were 46 father‐child dyads (20 females). Fathers' mean age was 38.74 years (SD = 5.74), and children's mean age was 37.89 months (SD = 2.71). Findings indicate that fathers in the text‐book condition produced significantly greater language quality, extended the topic more, and produced more conversational utterances but described and labeled pictures less than fathers in the wordless picture book condition. Fathers' language during both SBR episodes showed differential links with child's language and may suggest that fathers were fine‐tuning their language in accordance with their child's language skills (effect sizes ranged from r = .45 to r = .78). It is possible that variation in book content may encourage different types of learning with distinct effects on different domains of child language. Should future research replicate such differential relations, findings may inform caretakers and early childhood interventions with the aim of promoting children's books tailored to specific language areas of interest.

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Mapping the literature on parent-child language across activity contexts: a scoping review

Cited by 10 publications

References 87 publications

“It doesn’t matter if we’re the most amazing professionals in the world…” A qualitative study of professionals’ perspectives on parent-child interaction assessment with deaf infants

“It doesn’t matter if we’re the most amazing professionals in the world…” A qualitative study of professionals’ perspectives on parent-child interaction assessment with deaf infants

Comparing parent-child interaction during wordless book reading, print book reading and imaginative play

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books

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