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Skill-experience transactions across development: Bidirectional relations between child core language and the child's
Marc H Bornstein1, Diane L Putnick1, Gianluca Esposito2
1Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health.
Developmental Psychology
|July 17, 2020
Summary
Children
Area of Science:
- Child Development
- Linguistics
- Sociology
Background:
- The home learning environment significantly influences a child's language development.
- Understanding the reciprocal relationship between language skills and home environment is crucial for early intervention.
Purpose of the Study:
- To examine the longitudinal, transactional relationship between children's core language skills and their home learning environment.
- To investigate this relationship from infancy through adolescence in low-socioeconomic status families.
Main Methods:
- Longitudinal study tracking 1,751 low-socioeconomic status families across 5 waves (15 months to 11 years).
- Assessed child core language skill and home learning environment quality at each wave.
- Statistical analyses controlled for child social competence and maternal education.
Main Results:
- Both child language skill and home learning environment quality remained stable over time and covaried concurrently.
- Higher quality home learning environments predicted subsequent advancements in child language skills.
- Advanced child language skills predicted subsequent improvements in the home learning environment quality.
- These bidirectional effects were consistent across gender, ethnicity, birth order, and developmental risk.
Conclusions:
- A dynamic, bidirectional relationship exists between children's language development and their home learning environment from infancy to adolescence.
- The home learning environment is a critical and responsive target for interventions aimed at enhancing children's language skills at any age.
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