Supporting Early Language by Supporting Systemic Solutions
Datos Bibliográficos
| ID | 22124665 |
|---|---|
| Autores | Elika Bergelson (0000-0003-2742-4797, Harvard University, autor de correspondencia) |
| Año | 2024 |
| Volumen | 11 |
| Número | 2 |
| Páginas | 156-163 |
| Fecha de publicación | 2024-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322241268909 |
| PMID | 40331228 |
| OpenAlex | W4401246166 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 68 |
A large body of research shows connections between infants’ and toddlers’ home language input and a wide range of receptive and expressive early language skills. Some facets of caretaker input and early language skills are associated with socioeconomic status (SES), though not all. Given the complexity of language learning, language use, and its many pathways of connection to SES, testing causal links between these dimensions is difficult at best. Interventions aimed at changing parent language use have seen mixed success, in part because “language infusions” generally fail to target underlying challenges facing underresourced families, and perhaps because parent language is the wrong target. System-level interventions such as paid parental leave and expansion and enrichment of childcare and early education options hold greater promise for improving families’ lives, with positive repercussions for a broad range of family and child outcomes, including linguistic ones
Business · Economics · Linguistics · Systemic risk · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
Variability and Consistency in Early Language Learning
SES differences in language processing skill and vocabulary are evident at 18 months
Quality of early parent input predicts child vocabulary 3 years later
Parent coaching increases conversational turns and advances infant language development
Sources of variability in children’s language growth
The family model stress and maternal psychological symptoms
Language Matters
(Baby)Talk to Me
Mother-Child Conversation in Different Social Classes and Communicative Settings
Word Learning in Infant- and Adult-Directed Speech
Beyond the 30-Million-Word Gap
The Specificity of Environmental Influence
Early productive vocabulary predicts academic achievement 10 years later
Do infant vocabulary skills predict school‐age language and literacy outcomes?
Stress and child development
Talking to Children Matters
Parenting interventions to promote early child development in the first three years of life
The i-frame and the s-frame
Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children
A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development
Supporting Healthy Brain and Behavioral Development During Infancy
Self-directed learning by preschoolers in a naturalistic overhearing context
How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills
Reciprocal influences between maternal language and children's language and cognitive development in low-income families
Analyzing input quality along three dimensions
A parent-directed language intervention for children of low socioeconomic status
The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers
Socioeconomic status correlates with measures of Language Environment Analysis (Lena) system
Extreme poverty and the development of precursors to the speech capacity
How social contexts support and shape language development☆
Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood
The Effects of Universal Preschool on Child and Adult Outcomes
Evaluating “Meaningful Differences” in Learning and Communication Across SES Backgrounds
Buffering boys and boosting girls
School readiness skills at age four predict academic achievement through 5th grade
Influence of language nutrition on children’s language and cognitive development
The effects of parent-implemented language interventions on child linguistic outcomes
School readiness and later achievement
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |