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Exploring Interactive Songs as a Vocabulary Input Context
Alaina Grissom1, Erinn H Finke1
1Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville.
American Journal of Speech-Language Pathology
|July 15, 2024
Summary
Caregivers frequently use gestures to teach verbs during interactive songs. This provides valuable input for children
Area of Science:
- Child language development
- Early childhood education
- Speech-language pathology
Background:
- Interactive songs are common in families and classrooms.
- Songs offer rich vocabulary input for children, including those with language impairments.
- Limited data exists on caregiver vocabulary input during song activities.
Purpose of the Study:
- To investigate how caregivers provide verb-related input during interactive song activities.
- To offer preliminary insights into caregiver strategies for verb input.
- To explore the role of interactive songs in early language development.
Main Methods:
- Observations of caregiver-child interactions during song activities.
- Coding of gestures used by caregivers during these interactions.
Main Results:
- Caregivers demonstrated frequent and consistent use of gestural input when prompted with examples.
- Gestural input was a notable feature of caregiver engagement during song activities.
Conclusions:
- Songs can be a valuable context for intervention in speech-language pathology.
- Further research is needed to explore songs as a tool for enhancing vocabulary acquisition.
- Understanding caregiver input during songs can inform early language intervention strategies.
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