Reading Aloud, Play, and Social-Emotional Development

Mendelsohn, Alan L.; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Johnson, Samantha Berkule; Seery, Anne M.; Canfield, Caitlin F.; Huberman, Harris S.; Dreyer, Benard P.

doi:10.1542/peds.2017-3393

Cited by 93 publications

(67 citation statements)

References 31 publications

(23 reference statements)

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“…When parents read to children and talk to them about the focus of their attention, children acquire more than just language. They acquire concepts and general knowledge that are essential to listening and reading comprehension (e.g., Dickinson, Griffith, Golinkoff, & Hirsh-Pasek, 2012;Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010) and practice learning how to focus their attention (e.g., Mendelsohn et al, 2018). When learning-to-read turns into reading-to-learn, knowledge of vocabulary and sentence structure is required to comprehend texts and to understand teachers and peers.…”

mentioning

confidence: 99%

Language Matters: Denying the Existence of the 30‐Million‐Word Gap Has Serious Consequences

et al. 2018

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Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley () reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning-quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes.

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confidence: 99%

Language Matters: Denying the Existence of the 30‐Million‐Word Gap Has Serious Consequences

et al. 2018

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“…The finding that Mexican immigrant mothers, with little education, engaged in frequent symbolic play with their toddlers, and accompanied their play with language about what was going on, points to the potential of play for promoting language-rich dyadic interactions. Indeed, play may serve as a culturally appropriate and effective intervention strategy for reducing disparities in early child development and school readiness (Mendelsohn et al, 2018;Weisleder et al, 2016).…”

Section: Symbolic Play Was Prevalentmentioning

confidence: 99%

Play in Mexican‐American mothers and toddlers is frequent, multimodal, and rich in symbolic content

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Cates

Mendelsohn

et al. 2020

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Play offers rich opportunities for toddlers to develop motor, social, cognitive, and language skills, particularly during interactions with adult caregivers who may scaffold toddlers to higher levels of play than toddlers achieve on their own. However, research on play has narrowly focused on children from White, middle‐income backgrounds, leaving a dearth of knowledge about dyadic play in diverse cultural communities. We videorecorded 222 Mexican‐American mothers playing with their 2‐year‐old toddlers with a standard set of toys. Play behaviors were coded as nonsymbolic or symbolic (play type) and as expressed through manual, verbal, or multiple channels (play modality). Play between toddlers and mothers was frequent, high in symbolic content, and toddler play closely corresponded with mother play in type and modality: Toddlers’ nonsymbolic play related to mothers’ nonsymbolic play; toddlers’ symbolic play related to mothers’ symbolic play; toddlers’ manual play related to mothers’ manual play; and toddlers’ multimodal play related to mothers’ multimodal play. Play in Mexican‐American mothers and toddlers is frequent, multimodal, and symbolically rich, offering new directions for future research and practice.

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“…Regarding clinical practice, pediatricians and other child-health professionals have new data to support recommendations regarding the use of print children's books and avoiding electronics and gadgetry. 3,4 Regarding health policy, findings provide support for pediatric primary care programs, such as Reach Out and Read, 11 the Video Interaction Project, 8 and HealthySteps, 12 that can help prevent disparities in early development and school readiness through promotion of reading aloud with children's books.…”

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confidence: 99%

“…Also, reading print books creates an opportunity for a special time not built around any screen or device in a way that supports the parent-child relationship and relational health more broadly. 8 Taken together, shared book reading with print books promotes cognitive, language, early literacy, and social-emotional development that strongly support children's successful transition to school and subsequent learning and achievement.…”

mentioning

confidence: 99%