scholarly journals Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Brad M. Farrant ◽  
Carrington C. J. Shepherd ◽  
Roz D. Walker ◽  
Glenn C. Pearson
Keyword(s):  
Longitudinal Study ◽  
Vocabulary Development ◽  
Book Reading ◽  
Indigenous Language ◽  
Children's Books ◽  
Children’S Books ◽  
Oral Storytelling ◽  
Indigenous Children ◽  
Books In The Home ◽  
Parent Child

The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English (M=37.0 months, SD=5.4 months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language (M=37.1 months, SD=6.0 months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.

Number of Children's Books in the Home: An Indicator of Parent Health Literacy

2004 ◽  
Vol 4 (5) ◽  
pp. 424-428 ◽  
Author(s):  
Lee M. Sanders ◽  
George Zacur ◽  
Trude Haecker ◽  
Perri Klass
Keyword(s):  
Health Literacy ◽  
Children's Books ◽  
Children’S Books ◽  
Parent Health ◽  
Books In The Home

scholarly journals Early storybook reading and childhood development: A cross-sectional study in Iran

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 411 ◽  
Author(s):  
Firoozeh Sajedi ◽  
Elham Habibi ◽  
Nikta Hatamizadeh ◽  
Soheila Shahshahanipour ◽  
Hosein Malek Afzali
Keyword(s):  
Problem Solving ◽  
Significant Relationship ◽  
Family Income ◽  
Childhood Development ◽  
Book Reading ◽  
Storybook Reading ◽  
Children's Books ◽  
Children’S Books ◽  
Cross Sectional ◽  
Developmental Domains

Background: Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. Methods: This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Exclusion criteria was scoring below the cutoff point of any developmental domains of the Ages and Stages Questionnaire (ASQ). ESR was assessed by checklist and child development was assessed by the ASQ. Data were analyzed using SPSS. Results: The mean number of children’s books owned was 10.23±8.642, and 84.75% had at least 3 books. The average book reading, storytelling and singing duration for children was 10±9.65, 11.48±11.756, and 23.88 ±17.880 min per day, respectively. Average book reading, storytelling, and singing duration was significantly greater in children 18-30 months than <17 months. There was a significant relationship between the number of books and a child's age, mother's age, family income, income satisfaction, father's employment, and parents’ education. The score of communication domain in the ASQ questionnaire was significantly related to the number of books, duration of reading and storytelling, while problem-solving had a significant relationship only with the number of books (p˂0.05). Based on linear regression, child's age, income, and mother's and father's educational level were models for predicting the number of children's books (p=0.0001 for all). Conclusions: ESR was associated with some developmental domains of communication and problem-solving in the present study. Therefore, creation of ESR culture in Iranian families as an integral part of the life of children is necessary from birth.

Characterizing changes in parent labelling and gesturing and their relation to early communicative development

2004 ◽  
Vol 31 (4) ◽  
pp. 821-835 ◽  
Author(s):  
LAURA L. NAMY ◽  
SUSAN A. NOLAN
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Critical Point ◽  
Vocabulary Development ◽  
Free Play ◽  
Communicative Development ◽  
Parental Input ◽  
Over Time ◽  
Parent Child

In a longitudinal study, 17 parent–child dyads were observed during free-play when the children were 1;0, 1;6, and 2;0. Parents' labelling input in the verbal and gestural modalities was coded at each session, and parents completed a vocabulary checklist for their children at each visit. We analysed how the frequency of labelling in the verbal and gestural modalities changed across observation points and how changes in parental input related to children's vocabulary development. As a group, parents' verbal labelling remained constant across sessions, but gestural labelling declined at 2;0. However, there are notable individual differences in parental trajectories in both modalities. Parents whose verbal labelling frequency increased over time had children whose vocabulary grew more slowly than those whose labelling frequency decreased, remained constant, or peaked at 1;6. There were few systematic relations between patterns of parental gesturing and children's vocabulary development. Parents' verbal and gestural labelling patterns also appeared dissociable. However, parents' words and gestures were correlated when their children were 1;6, suggesting that gestures serve an important bootstrapping function at a critical point in children's vocabulary development.

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