scholarly journals Television as a talking picture book: a prop for language acquisition

1986 ◽  
Vol 13 (2) ◽  
pp. 251-274 ◽  
Author(s):  
Dafna Lemish ◽  
Mabel L. Rice
Keyword(s):  
Language Acquisition ◽  
Picture Book ◽  
Book Reading ◽  
Joint Book Reading ◽  
Parent Child Interactions ◽  
Children And Parents ◽  
Viewing Experience ◽  
Parent Child

ABSTRACTThis study provides longitudinal observations of young children's behaviours while viewing television in their own homes, over a time when the children were actively involved in the process of language acquisition. Sixteen children were observed for a period ranging from 0; 6 to 0;8. At the beginning, their ages ranged from 0; 6.15 to 5.15; at the end, from 1; 2.15 to 3;0. The observations yielded documentation of an overwhelming and consistent occurrence of language-related behaviours among children and parents in the viewing situation. The categories of child and adult talk are reported, with description and examples of each category. The categories are compared with those reported for parent–child interactions outside the viewing experience, – in particular joint book-reading. A model of television as a talking picture book is proposed. It is argued that television has the potential to serve as a facilitator of children's language acquisition.

scholarly journals Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020 ◽  
Vol 10 (2) ◽  
pp. 40
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Jiyeon Sheo
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Efl Context ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Digital Pen ◽  
Parent Child Interaction ◽  
Picture Book Reading ◽  
Parent Child ◽  
Learning English

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

scholarly journals The Focal Play Therapy: An Empirical Study on the Parent–Therapist Alliance, Parent–Child Interactions and Parenting Stress in a Clinical Sample of Children and Their Parents

2020 ◽  
Vol 17 (22) ◽  
pp. 8379
Author(s):  
Ilaria Chirico ◽  
Federica Andrei ◽  
Paola Salvatori ◽  
Irene Malaguti ◽  
Elena Trombini
Keyword(s):  
Parenting Stress ◽  
Play Therapy ◽  
Clinical Sample ◽  
Parental Engagement ◽  
Stress Index ◽  
Time Points ◽  
Working Alliance Inventory ◽  
Parent Child Interactions ◽  
Children And Parents ◽  
Parent Child

The present study aims to investigate the outcomes of the Focal Play Therapy with Children and Parents (FPT-CP) in terms of parent–therapist alliance, parent–child interactions, and parenting stress. Thirty parental couples (N = 60; 30 mothers and 30 fathers) and their children presenting behavioral, evacuation and eating disorders took part to the study. Through a multi-method longitudinal approach, data were collected at two time points (first and seventh sessions) marking the first phase of the intervention specifically aimed to build the alliance with parents, a crucial variable for the remission of the child’s symptoms (and to the assessment of the child’s symptoms within family dynamics.) Therapeutic alliance was assessed by the Working Alliance Inventory by therapists and parents. Parent–child interactions and parenting stress were evaluated using the Emotional Availability Scales and the Parenting Stress Index, respectively. Results showed that a positive parent–therapist alliance was developed and maintained during the first seven sessions. Furthermore, parent–child interactions significantly improved on both parents’ and child’s dimensions. However, parenting stress levels remained unchanged between the two time points. The findings should enrich scientific knowledge about the role of parental engagement in preschool child-focused treatments as to better inform practice and improve the quality of care for children and their families.

The semantic focus of maternal speech: a comment on Ninio & Bruner (1978)

1985 ◽  
Vol 12 (1) ◽  
pp. 209-213 ◽  
Author(s):  
M. Goddard ◽  
K. Durkin ◽  
D. R. Rutter
Keyword(s):  
Language Learning ◽  
Picture Book ◽  
Lexical Acquisition ◽  
Book Reading ◽  
Subsequent Research ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Maternal Speech ◽  
Picture Book Reading ◽  
Parent Child

Ninio & Bruner (1978) added an important dimension to the study of early lexical acquisition by drawing attention to the dialogue-like nature of the mother-child interactions where presumably much language-learning takes place. The authors pointed to the well-established findings that much of the child's early speech consists of names for people and objects (Leopold 1949, Werner & Kaplan 1963, Nelson 1973, Greenfield & Smith 1976). They went on to show that in one familiar type of parent–child interaction, joint picture-book reading, labels are used extensively by the adult and are inserted skilfully into a structured interactional sequence that has the texture of a dialogue (Ninio & Bruner 1978: 6). This dialogue, they suggested, ‘seems… to be a format well suited to the teaching of labelling’ (1978: 12). Subsequent research has also been interpreted as pointing to the teaching potential of joint picture-book reading (Wheeler 1983, Ninio 1983) and the opportunities it affords for situation-specific routines (Snow & Goldfield 1983).

Relationships between parental input frequencies and children's language acquisition: a reanalysis of Brown's data

1980 ◽  
Vol 7 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Ernst L. Moerk
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Significant Variable ◽  
Input Frequency ◽  
Short Term ◽  
Prepositional Phrases ◽  
Parent Child Interactions ◽  
Parental Input ◽  
Short Term Effects ◽  
Parent Child

ABSTRACTTo evaluate Brown's assertion that frequency of input is not a significant variable in language acquisition, some of Brown's data were reanalysed. The data pertaining to Adam, Eve, Sarah and their parents were predominantly obtained from Brown's (1973) book and were supplemented from the transcripts. Parental input frequency and the children's age at mastery were highly related for each of the three triads. Then Sarah's input and rate of language acquisition were compared with that of the other two children. The correlation between Sarah's relative input deprivation and her relative linguistic delay was 0·66. Finally, an analysis of Eve's acquisition of specific prepositional phrases involving the preposition in were made. Again it was found that frequency of input was highly related to frequency of production. Detailed analyses of parent-child interactions provided evidence also for short-term effects of input frequency.

The effects of a responsive parenting intervention on parent–child interactions during shared book reading.

2012 ◽  
Vol 48 (4) ◽  
pp. 969-986 ◽  
Author(s):  
Susan H. Landry ◽  
Karen E. Smith ◽  
Paul R. Swank ◽  
Tricia Zucker ◽  
April D. Crawford ◽  
...  
Keyword(s):  
Parenting Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Responsive Parenting ◽  
Parent Child Interactions ◽  
Parent Child

Parent-Child Joint Book Reading

1998 ◽  
Vol 7 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Elizabeth Sulzby
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Language Impairment ◽  
Background Information ◽  
Book Reading ◽  
Storybook Reading ◽  
Joint Book Reading ◽  
Early Literacy Development ◽  
Elementary Years ◽  
Parent Child

Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.

Parent—Child Joint Picture-Book Reading Among Children With ADHD

2008 ◽  
Vol 12 (4) ◽  
pp. 361-371 ◽  
Author(s):  
Melinda A. Leonard ◽  
Elizabeth P. Lorch ◽  
Richard Milich ◽  
Neomia Hagans
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Children With Adhd ◽  
Picture Book Reading ◽  
Parent Child

Parent-child-adult storytelling

2008 ◽  
Vol 18 (2) ◽  
pp. 230-257 ◽  
Author(s):  
Anat Stavans ◽  
Gil Goldzweig
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Adult Child ◽  
Book Reading ◽  
Children's Literacy ◽  
Parental Narrative ◽  
Narrative Forms ◽  
The Relationship ◽  
Home And School ◽  
Parent Child

Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.

Parent–child picture-book reading, mothers' mental state language and children's theory of mind

2005 ◽  
Vol 32 (3) ◽  
pp. 673-686 ◽  
Author(s):  
JUAN E. ADRIAN ◽  
ROSA A. CLEMENTE ◽  
LIDON VILLANUEVA ◽  
CAROLIEN RIEFFE
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Picture Book ◽  
False Belief ◽  
Book Reading ◽  
Mental State Language ◽  
Picture Book Reading ◽  
Reading At Home ◽  
State Language ◽  
Parent Child

This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

Sign in / Sign up

Export Citation Format

Share Document