Child Caregivers' Contingent Responsiveness Behaviors during Interactions with Toddlers within Three Day Care Contexts

Autor/inn/en	Rhyner, Paula M.; Guenther, Katie L.; Pizur-Barnekow, Kris; Cashin, Susan E.; Chavie, Amy L.
Titel	Child Caregivers' Contingent Responsiveness Behaviors during Interactions with Toddlers within Three Day Care Contexts
Quelle	In: Communication Disorders Quarterly, 34 (2013) 4, S.232-241 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740112465174
Schlagwörter	Toddlers; Child Caregivers; Behavior; Caregiver Child Relationship; Language Acquisition; Responses; Interpersonal Communication; Interaction; Videotape Recorders + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Sprachaneignung; Spracherwerb; Interpersonale Kommunikation; Interaktion
Abstract	Increasingly, children spend much of their day in the care of adults other than their parents, such as child care providers. Consequently, it is important to analyze nonparental adults' use of strategies suggested to foster language development, such as contingent responsiveness, during interactions with young children. This study examined child caregivers' contingent responsiveness behaviors that followed toddlers' communicative attempts within unstructured, semistructured, and structured daycare contexts. Child caregiver behaviors were coded as (a) no response (appropriate), (b) no response (inappropriate), (c) noncontingent response (appropriate), (d) noncontingent response (inappropriate), (e) contingent response and termination of the interaction (appropriate), (f) contingent response and termination of the interaction (inappropriate), and (g) contingent response leading to maintenance of the communicative interaction. Important similarities and differences in child caregivers' contingent responsiveness behaviors for the three contexts suggest a need to prepare child caregivers to use strategies such as contingent responsiveness across contexts to facilitate language development. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10