The effects of baby sign training on child development

Mueller, Vanessa; Sepulveda, Amanda; Rodríguez, Sarai Vera

doi:10.1080/03004430.2013.854780

Cited by 19 publications

(3 citation statements)

References 11 publications

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“…Table 2 shows the characteristics of the families of the LTs, TTs, and LBs. Most mothers had completed some university education (85%; this category includes "Some university," "University degree," "Some postgraduate work," and "Postgraduate (Mueller et al, 2014), we also asked parents for the amount of exposure to this language. All groups showed a similar level of exposure to baby sign language (p .…”

Section: Methods Participantsmentioning

confidence: 99%

“…About 60% of the children in the study attended nursery, with the LBs showing the highest percentage and the TTs showing the lowest percentage; no significant differences were found between the groups ( p > .05, two-sided). Because previous research has shown the positive impact of baby sign language on general development (Mueller et al, 2014), we also asked parents for the amount of exposure to this language. All groups showed a similar level of exposure to baby sign language ( p > .05, two-sided).…”

Section: Methodsmentioning

confidence: 99%

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Differences in the semantic structure of the speech experienced by late talkers, late bloomers, and typical talkers.

Jiménez¹,

Hills²

2022

Developmental Psychology

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The present study investigates the relation between language environment and language delay in 63 British-English speaking children (19 typical talkers (TT), 22 late talkers (LT), and 22 late bloomers (LB) aged 13 to 18 months. Families audio recorded daily routines and marked the new words their child produced over a period of 6 months. To investigate how language environments differed between talker types and how environments corresponded with children’s developing lexicons, we evaluated contextual diversity—a word property that measures semantic richness—and network properties of language environments in tandem with developing vocabularies. The language environment experienced by the three talker types differed in their structural properties, with LT environments being least contextually diverse and least well-connected in relation to network properties. Notably, LBs’ language environments were more like those of TTs. Network properties of language environments also correlate with the rate of vocabulary growth over the study period. By comparing differences between language environments and lexical network development, we also observe results consistent with contributions to lexical development from different learning strategies for expressive vocabularies and different environments for receptive vocabularies. We discuss the potential consequences that structural differences in parental speech might have on language development and the contribution of this work to the debate on quantity versus quality.

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Section: Methods Participantsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Differences in the semantic structure of the speech experienced by late talkers, late bloomers, and typical talkers.

Jiménez¹,

Hills²

2022

Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…Although there is international evidence of the positive effects of this intervention on children's language, both with typical development and with difficulties (e.g., Anderson 2016;Mueller et al 2014), and of its effectiveness on children from low-income families (e.g., Vallotton 2012), no study has compared children with different levels of linguistic development and, specifically, those from low-income families. Thus, the second aim was focused on studying the differential effects of an intervention during the first year of life when considering a group at high psychosocial risk but with adequate language development and a group at high psychosocial risk with at-risk language development.…”

Section: The Present Studymentioning

confidence: 99%

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

Farkas

2024

Languages

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The emergence of symbolic gestures is a solid milestone in early childhood development. Interventions that intentionally promote them have contributed to children’s language, cognitive, and socioemotional development. However, these studies have mainly been conducted in the USA with middle-SES families, and such research has considerably decreased in recent years. This study aimed to assess the effects of an intentional intervention for promoting symbolic gestures in the expressive and comprehensive language of Chilean children who were aged 18 months. Sixty-nine highly psychosocially at-risk children were assessed at 5–9 months and then at 18 months. Teachers from half of the nurseries involved in the study received the intervention. The assessment included a report on the children’s gestural vocabulary, the CDI, and the language scale of BSID-III. The results showed that the children in the intervention group had a significantly greater gestural vocabulary at 18 months and they performed better in their expressive language than the children in the control group did. Additionally, this study aimed to analyze if this intervention affected children differentially in consideration of their language development (adequate and at-risk). The results showed that children with adequate development improved their language when they received the intervention, but those from the at-risk group did not. The implications of these results for the design of interventions at an early age are discussed while considering children from different sociocultural backgrounds and with different language development.

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Gesten

Lohaus¹

2021

Kindliche Kompetenzen

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The effects of baby sign training on child development

Cited by 19 publications

References 11 publications

Differences in the semantic structure of the speech experienced by late talkers, late bloomers, and typical talkers.

Differences in the semantic structure of the speech experienced by late talkers, late bloomers, and typical talkers.

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

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