Taking parent personality and child temperament into account in child language development

2021 ◽  
Author(s):  
Sarah C. Kucker ◽  
Caileigh Zimmerman ◽  
Michael Chmielewski
Keyword(s):  
Language Development ◽  
Child Language ◽  
Child Temperament ◽  
Parent Personality

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

scholarly journals Parenting Style, Parental Personality, and Child Temperament in Children with Anxiety Disorders—A Clinical Study from India

2021 ◽  
pp. 025371762097337
Author(s):  
BR Sahithya ◽  
Vijaya Raman
Keyword(s):  
Anxiety Disorders ◽  
Emotional Disorders ◽  
Parenting Style ◽  
Parenting Styles ◽  
Child Behavior Checklist ◽  
Child Anxiety ◽  
Outpatient Setting ◽  
Child Temperament ◽  
Parental Personality ◽  
Parent Personality

Background: Anxiety disorders are common in children and contribute to adverse developmental outcomes. Although etiological models of child anxiety have identified various environmental factors, very few studies in India have examined these factors in children presenting with anxiety disorders. Therefore, the present study was designed to examine parenting styles, parental personality, and child temperament in children with anxiety disorders in an Indian outpatient setting. Methods: In total, 42 children with anxiety disorders and 42 typically developing children, matched on age and gender, were screened using Child Behavior Checklist, Color Progressive Matrices, and Screen for Child Anxiety Related Emotional Disorders Parent version. Their parents were screened using Mini International Neuropsychiatric Interview 5.0, following which they filled the questionnaires for parenting styles, parent personality, and child temperament. Results: There were significant differences between the two groups on parenting style, parent personality, and child temperament. Anxiety disorder was positively associated with the father’s permissiveness and negatively with the mother’s authoritativeness and child’s sociability. A combination of parenting styles and child temperament explained 69% of the variances in child anxiety disorders. There were significant associations between parental personality, child temperament, and parenting style. Parent and child characteristics explained 14%–46% of the variances in parenting styles. Conclusion: Results of this study are generally consistent with Western studies outlining the influence of child temperament and parenting styles on child outcome and have important implications for clinical management of anxiety disorders.

The acquisition of routines in child language

1976 ◽  
Vol 5 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Jean Berko Gleason ◽  
Sandra Weintraub
Keyword(s):  
Language Development ◽  
Social Factors ◽  
Child Language ◽  
Ethnographic Research ◽  
Age Changes ◽  
Adult Participation ◽  
Parental Input

ABSTRACTThe acquisition of routines is one aspect of language development. Routines such as Bye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'en Trick or treat routine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in relation to cognitive and social factors. (First routines; the Hallowe'en interaction; children's production; adult participation; adult metalanguage; implications for ethnographic research.)

Type/Token Ratios: what do they really tell us?

1987 ◽  
Vol 14 (2) ◽  
pp. 201-209 ◽  
Author(s):  
Brian Richards
Keyword(s):  
Language Development ◽  
Sample Size ◽  
Linear Relationship ◽  
Child Language ◽  
Lexical Diversity ◽  
Diversity Measure ◽  
Closed Class ◽  
Language Research ◽  
Non Linear

ABSTRACTType/Token Ratios have been extensively used in child language research as an index of lexical diversity. This paper shows that the measure has frequently failed to discriminate between children at widely different stages of language development, and that the ratio may in fact fall as children get older. It is suggested here that such effects are caused by a negative, though non-linear, relationship between sample size (i.e. number of tokens) and Type/Token Ratio. Effects of open and closed class items are considered and an alternative Verbal Diversity measure is examined. Standardization of the number of tokens before computing Type/Token Ratios is recommended.

Father–child activities and paternal attitudes in early child language development: the STEPS study

2018 ◽  
Vol 190 (13) ◽  
pp. 2078-2092
Author(s):  
Viivi Lankinen ◽  
Marko Lähteenmäki ◽  
Anne Kaljonen ◽  
Pirjo Korpilahti
Keyword(s):  
Language Development ◽  
Child Language ◽  
Early Child

Causal effects on child language development: A review of studies in communication sciences and disorders

2015 ◽  
Vol 57 ◽  
pp. 3-15 ◽  
Author(s):  
Clare R. Rogers ◽  
Karissa L. Nulty ◽  
Mariana Aparicio Betancourt ◽  
Laura S. DeThorne
Keyword(s):  
Language Development ◽  
Child Language ◽  
Causal Effects

scholarly journals Child language development

1999 ◽  
Vol 32 (2) ◽  
pp. 121-122
Keyword(s):  
Language Development ◽  
Child Language

Responsive Parenting as a Target for Telehealth Language Interventions in Fragile X Syndrome: Implications for Scalability and Best Practices

2021 ◽  
Vol 42 (04) ◽  
pp. 287-300
Author(s):  
Lauren Bullard ◽  
Leonard Abbeduto
Keyword(s):  
Best Practices ◽  
Language Development ◽  
Fragile X Syndrome ◽  
Child Language ◽  
Fragile X ◽  
Future Research ◽  
Dyadic Relationship ◽  
Video Teleconferencing ◽  
Treatment Gains ◽  
Speech And Language Development

AbstractThis review highlights the ways in which telehealth procedures can be implemented to help bridge the research-to-practice gap in supporting developmental outcomes for youth with fragile X syndrome (FXS). We review how the literature to date has informed potential treatment targets in the areas of speech and language development with a focus on understanding and supporting the dyadic relationship between the child and their biological mother, who is also impacted biologically. Notably, parental responsivity is an area that is strongly related to child language outcomes, both early and into adolescence, and thus, it is an important treatment target for subsequent interventions. To date, several parent-implemented interventions have been done in FXS across a broad age range (2–17-year-olds) all showing support not only that parents are successful in learning responsive strategies but also that there are subsequent impacts to child language development. Moreover, these interventions were successfully implemented at a distance through telehealth procedures including video teleconferencing and shared recordings of parent–child interactions. This review also addresses potential moderators of treatment gains. Implications for scaling such interventions in the future as well as best practices for incorporating telehealth procedures into future research and intervention programs are also discussed.

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