Analyzing Input Quality along Three Dimensions: Interactive, Linguistic, and Conceptual

Autor/inn/en	Rowe, Meredith L.; Snow, Catherine E.
Titel	Analyzing Input Quality along Three Dimensions: Interactive, Linguistic, and Conceptual
Quelle	In: Journal of Child Language, 47 (2020) 1, S.5-21 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Child Language; Young Children; Language Acquisition; Interaction; Developmental Stages; Socioeconomic Status; Language Usage; Cultural Influences; Context Effect; Reading; Play; Creativity; Caregiver Role; Parent Role; Vocabulary Development; Language Skills; Interpersonal Communication; Infants; Toddlers; Preschool Children + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Frühe Kindheit; Sprachaneignung; Spracherwerb; Interaktion; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Cultural influence; Kultureinfluss; Leseprozess; Lesen; Spiel; Kreativität; Parental role; Elternrolle; Wortschatzarbeit; Language skill; Sprachkompetenz; Interpersonale Kommunikation; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01