Spanish‐speaking caregivers’ use of referential labels with toddlers is a better predictor of later vocabulary than their use of referential gestures

Abstract

Variation in how frequently caregivers engage with their children is associated with variation in children's later language outcomes. One explanation for this link is that caregivers use both verbal behaviors, such as labels, and non-verbal behaviors, such as gestures, to help children establish reference to objects or events in the world. However, few studies have directly explored whether language outcomes are more strongly associated with referential behaviors that are expressed verbally, such as labels, or non-verbally, such as gestures, or whether both are equally predictive. Here, we observed caregivers from 42 Spanish-speaking families in the US engage with their 18-month-old children during 5-min lab-based, play sessions. Children's language processing speed and vocabulary size were assessed when children were 25 months. Bayesian model comparisons assessed the extent to which the frequencies of caregivers' referential labels, referential gestures, or labels and gestures together, were more strongly associated with children's language outcomes than their total numbers of words, or overall talkativeness. The best-fitting models showed that children who heard more referential labels at 18 months were faster in language processing and had larger vocabularies at 25 months. Models including gestures, or labels and gestures together, showed weaker fits to the data. Caregivers' total words predicted children's language processing speed, but predicted vocabulary size less well. These results suggest that the frequency with which caregivers of 18-month-old children use referential labels, more so than referential gestures, is a critical feature of caregiver verbal engagement that contributes to language processing development and vocabulary growth.

Mealtime conversations between parents and their 2-year-old children in five cultural contexts.

“…In recent decades, research on language acquisition has focused, to a large extent, on variation in language input and, in particular, the number of words children hear in naturalistic settings. This line of work was sparked by the finding that children who receive more input—especially speech directly addressing them—have larger vocabularies (Bang, Bohn, et al, 2023; Hart & Risley, 1995; Huttenlocher et al, 1991; Shneidman & Goldin-Meadow, 2012; Walker et al, 1994; Weisleder & Fernald, 2013). From a theoretical perspective, more language input increases children’s opportunities for learning word-meaning mappings and allows them to build a larger vocabulary (Jones & Rowland, 2017; Kachergis et al, 2022; McMurray et al, 2012).…”