Parenting Behavior and Child Language: A Meta-analysis

Madigan, Sheri; Prime, Heather; Graham, Susan A.; Rodrigues, Michelle; Anderson, Nina; Khoury, Jennifer E.; Jenkins, Jennifer M.

doi:10.1542/peds.2018-3556

Cited by 133 publications

(156 citation statements)

References 93 publications

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“…What is suspected to unite the three measures within the latent construct is the responsive style, rather than language per se. Such an interpretation is consistent with robust evidence linking children's language abilities to a responsive parenting style that includes both verbal and nonverbal behaviour (Madigan et al, ). Future research would benefit from continued attempts to disentangle effects of maternal responsiveness and linguistic input (including responsive language) respectively.…”

Section: Maternal Responsiveness and Childhood Verbal Abilitiessupporting

confidence: 80%

“…There is growing interest in the association between parental responsiveness and children's language development (Madigan et al, ). A responsive parenting style is thought to support the language development of young children through several mechanisms.…”

Section: A Proposed Model Of Environmental Transmissionmentioning

confidence: 99%

“…Links between responsiveness and child language have been robustly demonstrated using both correlational and experimental data. A recent meta‐analysis demonstrated a moderate association between responsiveness and language in the infancy and early childhood period (Madigan et al, ). Evidence for a causal influence of parental responsiveness on children's language skills comes from parent sensitivity training paradigms (e.g.…”

Section: A Proposed Model Of Environmental Transmissionmentioning

confidence: 99%

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The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Prime

Wade

González

2019

Developmental Science

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Language abilities in early childhood show stability over time and play an important role in the development of other cognitive processes. Identifying modifiable environmental risk factors is important to informing prevention and early intervention efforts. Maternal verbal ability has been previously linked to child verbal ability. The current study examined whether maternal and child verbal abilities were linked indirectly through early childhood maternal responsiveness. Data come from a longitudinal birth cohort study. Participants included 133 mothers and their children recruited from maternity wards shortly after birth. Maternal verbal ability was measured using the Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence, Second Edition (child age 8 months). Child verbal ability was assessed using the Peabody Picture Vocabulary Test (36 months). A latent maternal responsiveness variable was estimated using three developmentally sensitive indicators; one during infancy (child age 8 months) and two when children were 36 months. Results of a structural equation model indicated a significant indirect effect from maternal verbal abilities to child verbal abilities through maternal responsiveness. This indirect path was significant even after inclusion of another indirect path from maternal executive functioning to child verbal ability through maternal responsiveness (which was not significant). Future studies will benefit from experimental, genetically sensitive and/or cross‐lagged designs to allow for conclusions related to directionality and causality. This body of research has implications for the study of the intergenerational transmission of verbal abilities and associated skills, behaviours and adaptive outcomes.

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Section: Maternal Responsiveness and Childhood Verbal Abilitiessupporting

confidence: 80%

Section: A Proposed Model Of Environmental Transmissionmentioning

confidence: 99%

Section: A Proposed Model Of Environmental Transmissionmentioning

confidence: 99%

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The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Prime

Wade

González

2019

Developmental Science

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“…2018, Madigan et al . 2019) and the relationship between antenatal distress and poor maternal responsivity has also been validated in research (Neuhauser et al . 2018).…”

Section: Discussionmentioning

confidence: 98%

“…Maternal responsivity has been comprehensively shown to impact on the language outcomes of children experiencing adversity (Madigan et al . 2019, Romeo et al . 2018, Smith et al .…”

Section: Methodsmentioning

confidence: 99%

Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA)

Short

Eadie

Kemp

2020

Intl J Lang & Comm Disor

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Background Children who experience adversity are more vulnerable to language difficulties. Early interventions beginning antenatally, such as home visiting, are provided to help prevent these problems. To improve the precision of early interventions, the impact of combinations of risk and protective factors over time must be explored and understood. There is, however, limited research investigating how such factors interact with intervention to change language outcomes over time. Aim To explore the different paths that lead to Good and Poor language in a cohort of children experiencing adversity whose mothers received an optimal dose of the Maternal Early Childhood Sustained Home visiting (MECSH) intervention over 2.5 years. Methods & Procedures A total of 24 low socioeconomic status (SES) mothers experiencing adversity and their children who received more than half the scheduled dose of the MECSH intervention were followed over time: from before birth to school entry. Data were extracted from surveys and direct measurement over the study course. Child language outcome at school entry and the influence of seven key child, maternal and environmental factors, which have been shown in previous research to result in Good and Poor language outcomes, were explored through qualitative comparative analysis (QCA). QCA is a qualitative analytical technique that provides a deeper understanding of factor combinations influencing language development. Outcomes & Results Multiple paths to Good (six paths) and Poor language (seven paths) were found. Paths with mostly protective factors resulted in Good language, except when maternal antenatal distress was present. Paths with two or more influential risks usually resulted in Poor language outcomes. When children experiencing adversity received the MECSH home visiting intervention, there was no one risk or protective factor necessary for Good or Poor language outcomes; however, there were clear patterns of factor combinations. Conclusions & Implications Mothers’ antenatal psychological resources were a flag for future language concerns which can be used to improve the precision of the MECSH intervention. They were highly influential to their children's Good and Poor language outcomes by 5 years, when over time they were combined with characteristics such as early childhood education, poor maternal responsivity and/or the number of children in the home. Knowledge of early conditions associated with later Poor language can help clinicians identify and respond in preventative and promoting ways to improve language skills.

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Associations Between Screen Use and Child Language Skills

et al. 2020

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IMPORTANCEThere is considerable public and scientific debate as to whether screen use helps or hinders early child development, particularly the development of language skills. OBJECTIVE To examine via meta-analyses the associations between quantity (duration of screen time and background television), quality (educational programming and co-viewing), and onset of screen use and children's language skills. DATA SOURCES Searches were conducted in MEDLINE, Embase, and PsycINFO in March 2019. The search strategy included a publication date limit from 1960 through March 2019.STUDY SELECTION Inclusion criteria were a measure of screen use; a measure of language skills; and statistical data that could be transformed into an effect size. Exclusion criteria were qualitative studies; child age older than 12 years; and language assessment preverbal. DATA EXTRACTION AND SYNTHESISThe following variables were extracted: effect size, child age and sex, screen measure type, study publication year, and study design. All studies were independently coded by 2 coders and conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. MAIN OUTCOMES AND MEASURESBased on a priori study criteria, quantity of screen use included duration of screen time and background television, quality of screen use included co-viewing and exposure to educational programs, and onset of screen use was defined as the age children first began viewing screens. The child language outcome included assessments of receptive and/or expressive language.RESULTS Participants totaled 18 905 from 42 studies included. Effect sizes were measured as correlations (r). Greater quantity of screen use (hours per use) was associated with lower language skills (screen time [n = 38; r = −0.14; 95% CI, −0.18 to −0.10]; background television [n = 5; r = −0.19; 95% CI, −0.33 to −0.05]), while better-quality screen use (educational programs [n = 13; r = 0.13; 95% CI, 0.02-0.24]; co-viewing [n = 12; r = 0.16; 95% CI, 0.07-.24]) were associated with stronger child language skills. Later age at screen use onset was also associated with stronger child language skills [n = 4; r = 0.17; 95% CI, 0.07-0.27]. CONCLUSIONS AND RELEVANCEThe findings of this meta-analysis support pediatric recommendations to limit children's duration of screen exposure, to select high-quality programming, and to co-view when possible.

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Parenting Behavior and Child Language: A Meta-analysis

Cited by 133 publications

References 93 publications

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA)

Associations Between Screen Use and Child Language Skills

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