Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

2016 ◽  
Vol 44 (2) ◽  
pp. 457-479 ◽  
Author(s):  
LJUBICA MARJANOVIČ-UMEK ◽  
URŠKA FEKONJA-PEKLAJ ◽  
GREGOR SOČAN
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Parental Education ◽  
Vocabulary Development ◽  
Shared Reading ◽  
Developmental Changes ◽  
Sentence Complexity ◽  
Mean Length Of Utterance

AbstractThe aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

Characterizing changes in parent labelling and gesturing and their relation to early communicative development

2004 ◽  
Vol 31 (4) ◽  
pp. 821-835 ◽  
Author(s):  
LAURA L. NAMY ◽  
SUSAN A. NOLAN
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Critical Point ◽  
Vocabulary Development ◽  
Free Play ◽  
Communicative Development ◽  
Parental Input ◽  
Over Time ◽  
Parent Child

In a longitudinal study, 17 parent–child dyads were observed during free-play when the children were 1;0, 1;6, and 2;0. Parents' labelling input in the verbal and gestural modalities was coded at each session, and parents completed a vocabulary checklist for their children at each visit. We analysed how the frequency of labelling in the verbal and gestural modalities changed across observation points and how changes in parental input related to children's vocabulary development. As a group, parents' verbal labelling remained constant across sessions, but gestural labelling declined at 2;0. However, there are notable individual differences in parental trajectories in both modalities. Parents whose verbal labelling frequency increased over time had children whose vocabulary grew more slowly than those whose labelling frequency decreased, remained constant, or peaked at 1;6. There were few systematic relations between patterns of parental gesturing and children's vocabulary development. Parents' verbal and gestural labelling patterns also appeared dissociable. However, parents' words and gestures were correlated when their children were 1;6, suggesting that gestures serve an important bootstrapping function at a critical point in children's vocabulary development.

Infant Effortful Control Mediates Relations Between Nondirective Parenting and Internalising-Related Child Behaviours in an Autism-Enriched Infant Cohort

2021 ◽  
Author(s):  
C. G. Smith ◽  
E. J. H. Jones ◽  
S. V. Wass ◽  
G. Pasco ◽  
M. H. Johnson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Early Intervention ◽  
Protective Factors ◽  
Effortful Control ◽  
Autism Spectrum ◽  
Behavioural Inhibition ◽  
Mediation Analyses ◽  
Internalising Problems

AbstractInternalising problems are common within Autism Spectrum Disorder (ASD); early intervention to support those with emerging signs may be warranted. One promising signal lies in how individual differences in temperament are shaped by parenting. Our longitudinal study of infants with and without an older sibling with ASD investigated how parenting associates with infant behavioural inhibition (8–14 months) and later effortful control (24 months) in relation to 3-year internalising symptoms. Mediation analyses suggest nondirective parenting (8 months) was related to fewer internalising problems through an increase in effortful control. Parenting did not moderate the stable predictive relation of behavioural inhibition on later internalising. We discuss the potential for parenting to strengthen protective factors against internalising in infants from an ASD-enriched cohort.

Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood

2019 ◽  
Vol 180 ◽  
pp. 104-112 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Roy S. Hessels ◽  
Stefan Van der Stigchel ◽  
Jorg Huijding ◽  
Joyce J. Endendijk ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Visual Attention ◽  
Self Regulation

Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the Longitudinal Study of Young People in England (LSYPE)

2020 ◽  
Author(s):  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the Longitudinal Study of Young People in England (LSYPE). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

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