A Brief Parent-Focused Intervention to Improve Preschoolers' Conversational Skills and School Readiness

Autor/inn/en	Leech, Kathryn; Wei, Ran; Harring, Jeffrey R.; Rowe, Meredith L.
Titel	A Brief Parent-Focused Intervention to Improve Preschoolers' Conversational Skills and School Readiness
Quelle	In: Developmental Psychology, 54 (2018) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000411
Schlagwörter	Intervention; Preschool Children; Interpersonal Communication; Communication Skills; Parent Participation; Language Usage; Randomized Controlled Trials; Training; Parent Education; Family Environment; Comparative Analysis; Generalization; Program Effectiveness; School Readiness; Interaction; Parent Child Relationship; Coding; Audio Equipment; Statistical Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; Kommunikationsstil; Elternmitwirkung; Sprachgebrauch; Ausbildung; Parents education; Elternbildung; Elternschule; Familienmilieu; Readiness for school; School ability; Schulreife; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Codierung; Programmierung; Audio-CD; Statistische Analyse
Abstract	Preschool children's use of decontextualized language, or talk about abstract topics beyond the here-and-now, is predictive of their kindergarten readiness and is associated with the frequency of parents' own use of decontextualized language. Does a brief, parent-focused intervention conveying the importance of decontextualized language cause parents to increase their use of these conversations, and as a result, their children's? We examined this question by randomly assigning 36 parents of 4-year-old children into a decontextualized language training condition or a no-treatment control condition and used mixed effects modeling to measure change (from baseline) in parent and child decontextualized language at 4 subsequent home mealtimes during the following month (N = 174 interactions including the baseline). Compared with the control condition, training condition dyads significantly increased their decontextualized talk and maintained these gains for the month following implementation. Furthermore, trained dyads generalized the program content to increase their use of similarly decontextualized, yet untrained conversations. These results demonstrate that an abstract feature of the input is malleable, and introduces a simple, scalable, and replicable approach to increase a feature of child language known to be foundational for children's school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01