Teaching by Listening: The Importance of Adult-Child Conversations to Language Development

Zimmerman, Frederick J.; Gilkerson, Jill; Richards, Jeffrey A.; Christakis, Dimitri A.; Xu, Dongxin; Gray, Sharmistha; Yapanel, Ümit

doi:10.1542/peds.2008-2267

Cited by 384 publications

(385 citation statements)

References 32 publications

Supporting

Mentioning

350

Contrasting

Unclassified

Order By: Relevance

“…16,24 Studies in older children have shown an association between adult word counts, adult-child conversations, and improved child language outcomes. 18 To our knowledge, this is the first study showing that early exposure in the NICU of preterm infants to higher numbers of adult words is positively correlated with cognitive and language outcomes after discharge. We have included data on the conversational turns per hour and child vocalizations per hour, which also positively correlated with a number of the Bayley-III outcome measures; however, the reliability analysis of these measures in young infants are in the process of being completed, and we did not include them in our prediction models.…”

Section: Discussionmentioning

confidence: 78%

“…12,13 It has been shown, in older children, that language development is strongly linked with language input. [14][15][16][17] Zimmerman et al 18 found that adult word counts and adult-child conversations (conversational turns) were positively associated with "healthy language development." However, it is not yet known if even very early conversations with preterm infants are associated with improved language outcomes.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

et al. 2014

View full text Add to dashboard Cite

WHAT'S KNOWN ON THIS SUBJECT: It is known that adult language input is important to healthy language development and that preterm infants are at risk for language delay.WHAT THIS STUDY ADDS: This is the first study to provide evidence that preterm infants' exposure to adult words in the NICU before the mother' s due date are associated with better cognitive and language outcomes at 7 and 18 months' corrected age.abstract OBJECTIVE: The goal of this study was to test the association of mean adult word counts at 32 and 36 weeks' postmenstrual age in the NICU with Bayley Scales of Infant and Toddler Development, 3rd Edition (Bayley-III), cognitive and language scores. It was hypothesized that preterm infants exposed to higher word counts would have higher cognitive and language scores at 7 and 18 months' corrected age. METHODS:This prospective cohort study included 36 preterm infants with a birth weight #1250 g. Sixteen-hour recordings were made in the NICU by using a digital language processor at 32 and 36 weeks' postmenstrual age. Regression analyses were performed on adult word count per hour, with Bayley-III measures correcting for birth weight.RESULTS: Adult word counts in the NICU were positively correlated with 7-and 18-month Bayley-III scores. For the 32-week recording, in regression analyses adjusting for birth weight, adult word count per hour independently accounted for 12% of the variance in language composite scores (P = .04) and 20% of the variance in expressive communication scores at 18 months (P = .008). For the 36-week recording, adult word count per hour independently accounted for 26% of the variance in cognitive composite scores at 7 months (P = .0049).CONCLUSIONS: Increased amount of parent talk with preterm infants in the NICU was associated with higher 7-and 18-month corrected age Bayley-III language and cognitive scores. These findings offer an opportunity for language intervention starting in the NICU. Pediatrics 2014;133:e578-e584 AUTHORS:

show abstract

Section: Discussionmentioning

confidence: 78%

mentioning

confidence: 99%

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Only one of the studies selected used a qualitative approach (20) . With respect to study type, there was predominance of publications with higher level of evidence: one randomized clinical trial (18) and seven longitudinal studies (19,(21)(22)(23)(24)(25)(26) . The others were three cross-sectional studies (27)(28)(29) and two literature reviews: one narrative (30) and one integrative (31) .…”

Section: Analysis Of Selected Studiesmentioning

confidence: 99%

“…In the thematic area of language and family environment, three articles addressed the correlation between language development and stimulation of children's language by parents and parent-child interaction (22,25,26) . In these studies, language stimulation is characterized by the use of parental spatial language, which is defined by words and terms with spatial information and aspects; by the number of words used by them and the quality of such stimulus; and by the quality of the dialogues/conversations established between parents and children.…”

Section: Analysis Of Selected Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

Carvalho

Lemos

Goulart

2016

CoDAS

View full text Add to dashboard Cite

RESUMO Objetivo Revisar sistematicamente na literatura as relações entre desenvolvimento da linguagem, comportamento social e ambientes familiar e escolar em crianças de 4 a 6 anos de idade. Estratégia de pesquisa Foram pesquisados, em bases de dados eletrônicos, artigos publicados entre março de 2009 e março de 2014. A primeira etapa da pesquisa constou da elaboração da pergunta norteadora. Posteriormente, foram realizados levantamento e seleção dos estudos em base de dados. Para tal, foram definidos descritores por grupos de eixos temáticos. Critérios de seleção Foram incluídos artigos científicos completos e disponíveis na íntegra gratuitamente; artigos de pesquisa original ou de revisão de literatura, publicados nos últimos cinco anos compreendendo a faixa etária entre 4 e 6 anos de idade. Análise dos dados A análise dos artigos foi realizada por meio da leitura crítica e seleção dos resultados que respondem à pergunta norteadora. Resultados 14 artigos foram selecionados. A maior parte dos estudos utilizou pelo menos um instrumento padronizado. As pesquisas apontam que o ambiente familiar tem relação com o desenvolvimento da linguagem, principalmente quanto aos níveis socioeconômicos e de escolaridade dos pais, número de adultos que coabitam com a criança, saúde dos pais, estimulação de linguagem e interação entre pais e filhos. Apenas um artigo demonstrou associação entre qualidade do ambiente escolar e desenvolvimento da linguagem e nenhum evidenciou associação entre comportamento social e desenvolvimento da linguagem. Conclusão A maioria dos estudos teve como foco a relação entre ambiente familiar e desenvolvimento da linguagem. São escassos estudos com esse enfoque.

show abstract

Association of the Type of Toy Used During Play With the Quantity and Quality of Parent-Infant Communication

Sosa

2016

JAMA Pediatr

103

View full text Add to dashboard Cite

The early language environment of a child influences language outcome, which in turn affects reading and academic success. It is unknown which types of everyday activities promote the best language environment for children. OBJECTIVE To investigate whether the type of toy used during play is associated with the parent-infant communicative interaction. DESIGN, SETTING, AND PARTICIPANTS Controlled experiment in a natural environment of parent-infant communication during play with 3 different toy sets. Participant recruitment and data collection were conducted between February 1, 2013, and June 30, 2014. The volunteer sample included 26 parent-infant (aged 10-16 months) dyads. EXPOSURES Fifteen-minute in-home parent-infant play sessions with electronic toys, traditional toys, and books. MAIN OUTCOMES AND MEASURES Numbers of adult words, child vocalizations, conversational turns, parent verbal responses to child utterances, and words produced by parents in 3 different semantic categories (content-specific words) per minute during play sessions. RESULTS Among the 26 parent-infant dyads, toy type was associated with all outcome measures. During play with electronic toys, there were fewer adult words (mean, 39.62; 95% CI, 33.36-45.65), fewer conversational turns (mean, 1.64; 95% CI, 1.12-2.19), fewer parental responses (mean, 1.31; 95% CI, 0.87-1.77), and fewer productions of content-specific words (mean, 1.89; 95% CI, 1.49-2.35) than during play with traditional toys or books. Children vocalized less during play with electronic toys (mean per minute, 2.9; 95% CI, 2.16-3.69) than during play with books (mean per minute, 3.91; 95% CI, 3.09-4.68). Parents produced fewer words during play with traditional toys (mean per minute, 55.56; 95% CI, 46.49-64.17) than during play with books (mean per minute, 66.89; 95% CI, 59.93-74.19) and use of content-specific words was lower during play with traditional toys (mean per minute, 4.09; 95% CI, 3.26-4.99) than during play with books (mean per minute, 6.96; 95% CI, 6.07-7.97). CONCLUSIONS AND RELEVANCE Play with electronic toys is associated with decreased quantity and quality of language input compared with play with books or traditional toys. To promote early language development, play with electronic toys should be discouraged. Traditional toys may be a valuable alternative for parent-infant play time if book reading is not a preferred activity.

show abstract

Teaching by Listening: The Importance of Adult-Child Conversations to Language Development

Cited by 384 publications

References 32 publications

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

Association of the Type of Toy Used During Play With the Quantity and Quality of Parent-Infant Communication

Contact Info

Product

Resources

About