Parents Influence the Visual Learning Environment Through Children's Manual Actions

McQuillan, Maureen E.; Smith, Linda B.; Yu, Chen; Bates, John E.

doi:10.1111/cdev.13274

Cited by 25 publications

(25 citation statements)

References 61 publications

(102 reference statements)

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“…Similarly, fine motor skills such as grasping and drawing are both related as they fall under the same motor skill umbrella, but may provide very different affordances for language learning. Recent work in infants has begun to explore potential mechanisms that underlie motor-language links (Walle, 2016; West and Iverson, 2017; McQuillan et al, 2019), but further research is needed to better understand what it is about motor skills, both gross and fine, that fosters language development.…”

Section: Discussionmentioning

confidence: 99%

Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review

2019

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Background: Changes in motor development provide children with new learning opportunities to interact with objects, their environment, and with caregivers. Previous research finds that both gross and fine motor skills are predictive of later language outcomes across early infancy and childhood. However, gross and fine motor skills afford different types of interactions. Thus, gross and fine motor skills may potentially differ in the developmental trajectories through which cascading changes in language may occur. The aim of the present study was to investigate whether there are differences in the predictive capacities of gross and fine motor skills toward language outcomes across infancy and early childhood in typical development.Method: A systematic review of existing literature on motor-language cascades was conducted in across studies measuring gross and/or fine motor and language development in children from 0 to 5 years old. Searches were conducted in PsycINFO, PubMed, and MEDLINE. Keywords used were a combination of “gross motor,” “fine motor,” “motor performance,” “motor development,” or “psychomotor development” along with “language,” “language development,” or “communication skills.” Two independent reviewers screened abstracts and full texts based on inclusion and exclusion criteria.Results: A total of 23 articles were retained. Of these, seven studies measured only gross motor skills, four studies measured only fine motor skills, and 12 studies measured both gross and fine motor skills in the same study. Studies used a variety of measures to assess gross motor skills, fine motor skills, and language development (e.g., parent report, in lab observations, standardized assessment), and findings varied based on analyses used. Results demonstrated that both gross and fine motor skills are related to language outcomes, but due to a smaller amount of studies testing fine motor skills, conclusions regarding whether one is more important for language outcomes cannot be drawn.Conclusions: We conclude that both gross and fine motor skills help foster language development from infancy to early childhood. Limitations regarding current knowledge regarding the mechanisms that underlie motor-language cascades are discussed, as well as the need for more studies on fine motor skills.

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Section: Discussionmentioning

confidence: 99%

Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review

2019

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“…Within these processes, parental input for spatial features enhances object word learning by expanding learning episodes and providing spatial information for infants. Previous studies showed that parental responsiveness and referential language during object interaction episodes contribute to word learning (McQuillan et al, 2020; Tamis‐LeMonda et al, 2013). Furthermore, our study from a Turkish‐learning sample showed that the role of parental spatial input might be critical for object word learning during the second year of life, beyond infants' fine motor abilities.…”

Section: Discussionmentioning

confidence: 98%

“…Parents' object naming efforts become more effective in word learning at 20 months when an object dominates the visual view of an infant after holding it (Pereira, Smith, & Yu, 2014). Parents' responsive behaviours and verbal input support the sustained holding events in word learning situations (McQuillan, Smith, Yu, & Bates, 2020). Additionally, infants at the end of their first year start multimodal feedback loops with their manual exploration that trigger mothers' action‐related and informative linguistic input.…”

Section: Introductionmentioning

confidence: 97%

“…Furthermore, parental spatial verbal input for objects at 18 months can be effective for learning object names because infants form shape‐based representations to learn object names between 12 and 36 months (Smith, 2013). Parental verbal and manual involvements contribute to these learning processes by increasing the holding time of an object (McQuillan et al, 2020). During exploration, parents do not only utter object names but also supervise children's learning with other tools such as informative language or responsive behaviours (Tamis‐LeMonda et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Fine motor abilities and parental input of spatial features predict object word comprehension of Turkish‐learning children

Kobaş

Aktan-Erciyes

Göksun

2021

Infant and Child Development

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Object word learning can be based on infant‐related factors such as their manual actions and socio‐linguistic factors such as parental input. Specific input for spatial features (i.e., size, shape, features of objects) can be related to object word comprehension in early vocabulary development. In a longitudinal study, we investigated whether fine motor abilities at 14 months and parental input for spatial features at 19 months predicted object word comprehension at 25 months. Twenty‐seven Turkish‐learning children were tested at three time points (Time 1: Mage = 14.4 months, Time 2: Mage = 18.6 months, Time 3: Mage = 25 months). We measured word comprehension through the parental report and fine motor abilities with Mullen at Time 1. We used a puzzle play session to assess parental input for spatial features at Time 2 and a standardized receptive vocabulary test at Time 3. We found that fine motor abilities were related to object word comprehension. However, parental input for spatial features at 19 months predicted object word comprehension at 25 months beyond fine motor abilities at 14 months. Early fine motor abilities and using different words for spatial features may foster infants' visual experiences in play and exploration episodes, leading to better object word learning.

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“…During their developmental period children learn different behaviours and skills. In this process, they need their parents' help to cope with the difficulties they face (McQuillan et al., 2019). According to Bandura's (2004) Social Cognitive Theory (SCT), human behaviour and the environment are in interaction with each other.…”

Section: Introductionmentioning

confidence: 99%

The effect of ‘I am Protecting my Child from the Sun’ programme on parental sun protection behaviours: Randomized controlled trial

Sümen

Öncel

2020

Journal of Advanced Nursing

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Aims This study aims to examine the effect of the ‘I am Protecting my Child from the Sun’ program based on the social cognitive theory, on parental use of sun protection products and sun avoidance behaviours. Design Cluster randomized controlled trial. Methods The study was conducted with three groups using a pre‐test, post‐test, and follow‐up design. The study included 185 parents, of which 63 were in the education group, 62 were in the education + SMS group, and 60 were in the control group. The parents in the intervention group were engaged in the ‘I am Protecting my Child from the Sun’ program for a period of 6 weeks, while the education + SMS group, in addition to the program, also received. Primary outcomes include sunscreen use and sun avoidance behaviour and secondary outcomes were self‐protection and protection of their children's behaviour. A repeated‐measures ANOVA and marginal homogeneity were the main statistical tests. Results The interventions made as part of the ‘I am Protecting my Child from the Sun’ program increased the following behavioural components of parents in the education group and the education + SMS group, compared with the control group: sun protection product use behaviours, sun avoidance behaviours, and behaviours related to protecting themselves and their children from the sun. There was an even higher increase in these behavioural components for those parents who also received short reminder text messages. Conclusion The ‘I am Protecting my Child from the Sun’ program and the receiving of short reminder messages had positive effects on the parents' behaviours related to protecting themselves and their children from the sun. Impact The ‘I am Protecting my Child from the Sun’ developed parents' sunscreen use self‐efficacy, norms/attitudes about sunscreen use and sunscreen use expectancy behaviour, and reduced their impediments to sunscreen use behaviour. In addition, the program developed parents' sun avoidance self‐efficacy, norms/attitudes about sun avoidance and sun avoidance expectancy behaviours, and reduced tanning expectancy behaviour. Receiving SMS messages following the training was effective in parental behaviours for use of sunscreen, sun avoidance, and protecting themselves and their children from the sun. Registration number: Study is registered at http://ClinicalTrials.gov NCT04251598.

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Parents Influence the Visual Learning Environment Through Children's Manual Actions

Cited by 25 publications

References 61 publications

Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review

Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review

Fine motor abilities and parental input of spatial features predict object word comprehension of Turkish‐learning children

The effect of ‘I am Protecting my Child from the Sun’ programme on parental sun protection behaviours: Randomized controlled trial

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