Mapping the Literature on Parent-Child Language across Activity Contexts: A Scoping Review

Autor/inn/en	Holme, Caitlin; Harding, Sam; Roulstone, Sue; Lucas, Patricia J.; Wren, Yvonne
Titel	Mapping the Literature on Parent-Child Language across Activity Contexts: A Scoping Review
Quelle	In: International Journal of Early Years Education, 30 (2022) 1, S.6-24 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holme, Caitlin) ORCID (Harding, Sam) ORCID (Roulstone, Sue) ORCID (Lucas, Patricia J.) ORCID (Wren, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.2002135
Schlagwörter	Parent Child Relationship; Language Usage; Language Acquisition; Linguistic Input; Infants; Toddlers; Preschool Children; Comparative Analysis; Research Reports; Databases; Play; Story Reading; Validity; Mass Media + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachgebrauch; Sprachaneignung; Spracherwerb; Sprachbildung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Research report; Forschungsbericht; Datenbank; Spiel; Gültigkeit; Massenmedien
Abstract	Linguistic interactions between parents and their children are frequently studied to investigate how children acquire language. From observations, researchers have identified interaction strategies that foster children's language development. In turn, interventions to support children's early language skills employ styles of interaction derived from these observations. However, researchers have not often considered how the activity context selected for observation may affect the language used, or whether these contexts reflect children's diverse experiences. The aim of this scoping review was to explore the breadth of literature about language use across a range of activities. Included studies described linguistic outputs of parents and typically developing children (aged 1;0-5;11 years) and activity context(s). Searches were conducted in PsycInfo, Medline, CINAHL, ERIC-ProQuest and Google Scholar. From 16,718 records, 59 studies were retained. Studies were charted according to the population included, linguistic outputs recorded, activity contexts studied and the methodological design. To allow for comparison of results across activity contexts, five thematic categories were identified: play activities, book reading, naturalistic routines, media and methodological implications. Challenges for future research are discussed, including ways to ensure the ecological validity of findings by coupling naturalistic language recordings with data collected during diverse everyday activity contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01