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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Relationship with Parents: Attachment01:28

Relationship with Parents: Attachment

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Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
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Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
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The Nativist Approach01:21

The Nativist Approach

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Social Foundations of Self II: The Generalized Other

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start

Annemarie H Hindman1, Jean M Farrow2, Kate Anderson3

  • 1Department of Teaching and Learning, Temple University, Philadelphia, PA, United States.

Frontiers in Psychology
|December 27, 2021
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Summary

Teachers using questions during book readings in toddler classrooms increased child engagement and target word repetition. Comment-focused teachers boosted vocabulary diversity and emotional support, offering insights for early childhood education professional development.

Keywords:
book readingchild-directed speech (CDS)early childhood educationteachertoddler

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Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Linguistics

Background:

  • Child-directed speech (CDS) aids language acquisition in infants but is understudied in toddler classrooms.
  • Many toddlers attend group-care, especially in high-need communities, making classroom CDS crucial.
  • This study explores CDS in Early Head Start classrooms for 2-year-olds from low-income households.

Purpose of the Study:

  • To examine the linguistic environment during teacher-led book readings in toddler classrooms.
  • To analyze teacher talk strategies and their impact on children's language exposure.
  • To understand the quality of CDS in an intervention focused on target vocabulary.

Main Methods:

  • Seven teachers in four classrooms were trained to emphasize target words during book readings.
  • Macro-level analysis included global instructional quality (CLASS) and linguistic complexity (vocabulary diversity, syntactic sophistication).
  • Micro-level analysis focused on teacher-child talk strategies and target word usage.

Main Results:

  • Classrooms showed similar global quality and syntactic complexity to prior research, but lower lexical diversity.
  • Three teacher talk patterns emerged: comment-focused, question-focused, and balanced.
  • Question-focused teachers elicited more talk, repetitions, and higher CLASS Engaged Support for Learning.
  • Comment-focused teachers used more diverse vocabulary and had higher CLASS Emotional and Behavioral Support.

Conclusions:

  • Teacher talk strategies significantly influence the linguistic environment in toddler classrooms.
  • Question-focused approaches enhance engagement and repetition, while comment-focused approaches boost vocabulary and support.
  • Findings inform professional development for early childhood educators and guide future research on CDS in group settings.