scholarly journals Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities

2021 ◽  
pp. 1-11
Author(s):  
Cornelia SCHULZE ◽  
Henrik SAALBACH
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Task ◽  
Cognitive Engagement ◽  
Educational Background ◽  
Language Abilities ◽  
Communication Task ◽  
Parent Child Interactions ◽  
Parental Socioeconomic Status ◽  
Parent Child

Abstract Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked. We tested four- and six-year-old children (n = 92) with a communication task, a questionnaire assessed parents’ SES and socio-cognitive engagement. Socio-cognitive engagement predicted children's communication abilities while the parental educational background and income did not. This emphasizes the notion that communication is a highly socio-cognitive task, one which children perform the better the more frequently they engage in socio-cognitive interactions.

scholarly journals Level of abstraction in parent–child interactions: the role of activity type and socioeconomic status

2020 ◽  
Vol 43 (1) ◽  
pp. 140-159
Author(s):  
Sanneke Rie ◽  
Roel C.M. Steensel ◽  
Amos J.S. Gelderen ◽  
Sabine Severiens
Keyword(s):  
Socioeconomic Status ◽  
Activity Type ◽  
Level Of Abstraction ◽  
Parent Child Interactions ◽  
Parent Child

The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading

2016 ◽  
Vol 188 (8) ◽  
pp. 1076-1092 ◽  
Author(s):  
Sanneke de la Rie ◽  
Roel C. M. van Steensel ◽  
Amos J. S. van Gelderen ◽  
Sabine Severiens
Keyword(s):  
Family Literacy ◽  
Shared Reading ◽  
Literacy Programme ◽  
Parent Child Interactions ◽  
Parent Child

scholarly journals Turkish Fathers' Language Use In The Context Of Toy Play

2016 ◽  
Vol 12 (8) ◽  
pp. 430 ◽  
Author(s):  
Ozge Cengiz ◽  
Hamide Cakir
Keyword(s):  
Socioeconomic Status ◽  
Language Use ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Low Ses ◽  
Parent Child Interactions ◽  
Bloom’S Taxonomy ◽  
Toy Play ◽  
Parent Child

Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.

The Role of Maternal Distress in a Parent Training Program to Modify Child Non-compliance

1984 ◽  
Vol 12 (2) ◽  
pp. 93-108 ◽  
Author(s):  
R. Forehand ◽  
W. M. Furey ◽  
R. J. McMahon
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Parent Perceptions ◽  
Self Report ◽  
Maternal Distress ◽  
Marital Relations ◽  
Parent Child Interactions ◽  
Parent Training Program ◽  
Parent Child

This paper reviews the effects of maternal distress on several aspects of parent—child interactions that were identified in the course of a parent training program for child non-compliance. Distress was measured by a number of self-report questionnaires examining depression, anxiety, marital relations, and extrafamilial relationships. The parent training program is initially reviewed. Subsequently, pretreatment relationships between maternal distress and parent—child interactions were examined. Distress appears to be related primarily to measures of parent perceptions of child maladjustment. Several relationships between distress and treatment outcome also were noted. A recent study designed to enhance parent training by modifying maternal distress factors is presented. Finally, implications and limitations of the data are discussed.

scholarly journals Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge

2019 ◽  
Vol 23 (1) ◽  
pp. 238-276
Author(s):  
Andrzej Tarłowski
Keyword(s):  
Original Data ◽  
Biological Knowledge ◽  
Ontological Commitments ◽  
Living Things ◽  
Parent Child Interactions ◽  
Direct Exposure ◽  
Potential Contributor ◽  
Parental Input ◽  
Parent Child

Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.

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