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A gesture training for low-income parents to improve child vocabulary development

为低收入父母提供手势训练，以提高儿童词汇发展

基本信息

批准号：
8837044
负责人：
MEREDITH L ROWE
金额：
$ 20.6万
依托单位：
HARVARD UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2014
资助国家：
美国
起止时间：
2014-05-01 至 2017-09-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8837044
关键词：
Achievement Affect Age Age-Months Back Child Child Language Communication Control Groups Data Development Educational Intervention Effectiveness of Interventions Environment Equipment and supply inventories Experimental Designs Failure Family Genetic Gestures Growth Home environment Individual Infant Intervention Laboratory Study Language Language Development Learning Low income Mathematics Measures Mediating Mediation Mission Modeling Mothers National Institute of Child Health and Human Development Nature Nonverbal Communication Oral Outcome Measure Parent-Child Relations Parents Pilot Projects Play Policies Process Public Health Reading Reporting Research Risk Role Running Schools Socioeconomic Status Speech Structure Testing Toddler Toy Training Videotape Visit Vocabulary Work base design diaries early childhood first grade follow-up fourth grade improved intervention effect intervention program kindergarten low socioeconomic status model building peer prevent public health relevance second grade skills success third grade

项目摘要

PROJECT SUMMARY A gesture training for low-income parents to improve child language development Socioeconomic status (SES) is consistently strongly related to children's early language development, particularly vocabulary development. On average, more educated and advantaged parents have children with greater vocabulary skills and faster vocabulary growth during early childhood than less educated and advantaged parents (Hart & Risley, 1995; Hoff, 2003). SES differences in children's vocabulary are evident as early as the toddler years, widen until age 5, and then level off, resulting in a large average SES vocabulary gap in kindergarten and first grade (Farkas & Beron, 2004). These early differences have long- lasting ramifications as research shows that the SES gap in second, third, and fourth grade reading and mathematics skills, can be explained by the oral language abilities children bring with them to kindergarten (Durham et. al., 2007). Further, and most important for the current proposal, the SES gap in kindergarten vocabulary can be traced all the way back to children's early nonverbal (i.e. gesture) communication during parent-child interactions. Specifically, at age 14 months, children from higher-SES families are gesturing more than their lower-SES peers, and this gesture use is related to later vocabulary skill (Rowe & Goldin- Meadow). Further, the early SES differences in child gesture can be explained by the quantity and quality of parent gesture. Thus, by 14 months of age, children are already socialized to gesture more or less during parent-child interactions and this early nonverbal communication sets them on a higher or lower trajectory in their vocabulary growth across early childhood (Rowe, Raudenbush & Goldin-Meadow, 2012). The purpose of this proposed project is to develop and pilot test a gesture training intervention program with low-income parents. The focus is on everyday communicative gestures, primarily pointing. A home- based educational intervention will be developed and implemented with parents at child age 9-months. Families will be followed longitudinally up to child age 18-months with several visits to the home to determine: 1) if it is possible to boost the quantity and quality of pointing gestures parents offer their pre- verbal children, 2) whether this intervention increases children's gesture use, and 3) whether this intervention increases children's early vocabulary development. Analyses for this pilot study will compare the intervention (n=20) group to a control group (n=20) to determine whether the intervention affects parental communicative gestures with children during structured free-play observations and whether the intervention affects child gesture or vocabulary development via parent communicative input. This work is in line with the mission of the NICHD Center for Research for Mothers and Children, will be instrumental in informing policies designed to improve the early environments of young children from low-SES families, and may potentially help prevent the SES achievement gap from substantiating. !

项目概要为低收入父母提供手势训练以改善儿童语言发展社会经济地位（SES）始终与儿童的早期语言发展密切相关，特别是词汇的发展。平均而言，受教育程度较高、条件较好的父母会生孩子与受教育程度较低的人相比，他们在幼儿期拥有更高的词汇技能和更快的词汇量增长优势父母（Hart & Risley，1995；Hoff，2003）。 SES儿童词汇量差异明显早在幼儿时期，范围扩大到 5 岁，然后趋于平稳，导致平均 SES 较大幼儿园和一年级的词汇差距（Farkas & Beron，2004）。这些早期的差异长期以来研究表明，社会经济地位差距在二年级、三年级和四年级阅读和数学技能，可以用孩子带到幼儿园的口语能力来解释（达勒姆等人，2007 年）。此外，对于当前提案来说最重要的是，幼儿园的社会经济地位差距词汇可以追溯到儿童早期的非语言（即手势）交流。亲子互动。具体来说，在 14 个月大时，来自较高社会经济地位家庭的孩子会做出手势比他们的社会经济地位较低的同龄人更多，而且这种手势的使用与后来的词汇技能有关（Rowe & Goldin- 草地）。此外，儿童手势的早期 SES 差异可以通过数量和质量来解释的家长手势。因此，到 14 个月大时，孩子们已经学会了或多或少地做出手势在亲子互动过程中，这种早期的非语言交流使他们处于更高或更低的水平幼儿时期词汇量增长的轨迹（Rowe、Raudenbush 和 Goldin-Meadow，2012）。该拟议项目的目的是开发和试点测试手势训练干预计划与低收入父母。重点是日常交流手势，主要是指向。一个家—— 将在孩子 9 个月大时与家长一起制定和实施基于基础的教育干预措施。将对家庭进行纵向跟踪，直至孩子 18 个月大时，并多次登门拜访，了解情况确定： 1) 是否可以提高父母提供的指示手势的数量和质量儿童的语言能力，2）这种干预是否会增加儿童的手势使用，以及 3）这是否干预可促进儿童的早期词汇发展。该试点研究的分析将比较将干预组 (n=20) 与对照组 (n=20) 进行比较，以确定干预措施是否影响在结构化的自由游戏观察中，父母与孩子的交流姿势以及是否干预通过父母的交流输入影响孩子的手势或词汇发展。这部作品是根据 NICHD 母亲和儿童研究中心的使命，将有助于通报旨在改善低社会经济地位家庭幼儿早期环境的政策，以及可能有助于防止社会经济地位成就差距的扩大。！