Early vocabulary development
The importance of joint attention and parent-child book reading
Bibliographic Data
| ID | 23374239 |
|---|---|
| Authors | Brad Farrant (0000-0002-3903-0990, The University of Western Australia), Brad M Farrant (The University of Western Australia), Stephen R Zubrick (0000-0002-6369-1713, The University of Western Australia) |
| Year | 2012 |
| Volume | 32 |
| Issue | 3 |
| Pages | 343-364 |
| Publication date | 2012-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | First Language (JOURNAL) |
| Journal identifiers | ISSN: 0142-7237 • E-ISSN: 1740-2344 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0142723711422626 |
| OpenAlex | W2070793056 |
| Language | EN |
| Citations received | 73 |
| References cited | 65 |
The current study brought a bioecological approach to children’s early vocabulary development using data from the Longitudinal Study of Australian Children. Relevant data were available for 2188 children (1119 male) who had a median age of 9 months ( M = 9.3 months, SD = 2.1 months) at Wave 1 and a median age of 34 months ( M = 34.2 months, SD = 2.5 months) at Wave 2. Results support the developmental importance of joint attention and parent-child book reading as well as the argument that the effects of individual (e.g., parent) and environmental (context) characteristics are primarily indirect, mediated through their impact on proximal processes (Bronfenbrenner, 1995). The evidence indicates that joint attention and parent-child book reading are important facilitators of children’s early vocabulary development.
Child development · Context (archaeology) · Developmental psychology · Geography · Joint attention · Language development · Linguistics · Longitudinal study · Reading (process) · Vocabulary · Vocabulary development · Child and Animal Learning Development · Language Development and Disorders · Medicine · Philosophy · Psychology · Reading and Literacy Development
Escala de Parentalidad Percibida (EPP)
Asociaciones entre atención conjunta y estimulación en el hogar en contexto de Covid-19
Declarative joint attention as a foundation of theory of mind
The influence of sibship composition on language development at 2 years of age in the Elfe birth cohort study
Parenting Behavior and Child Language
The Words Children Hear
The impact of shared book reading on children's language skills
Home Language Activities and Expressive Vocabulary of Toddlers from Low-SES Monolingual Families and Bilingual Immigrant Families
Conditions of Poverty, Parent–Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families
Do kindergartens mitigate or exacerbate socioeconomic inequalities in language exposure? The case of home-based and kindergarten-based shared book reading activities in China
Teaching in the time of Covid-19
STEM Storytime
Read Like Me
Associations Between Joint Attention, Supported Joint Engagement and Language in TD Children and Children with ASD
An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months
The balance of Spanish and English child-directed text in bilingual picture books
Supporting vocabulary development in a culturally/linguistically diverse family
The role of the medium for verbal engagement
A Longitudinal Examination of Work–Family Balance among Working Mothers in the United States
Children with ASD use joint attention and linguistic skill in pronoun development
Stability and Change in Early Social Skills Development in Relation to Early School Performance
Supporting Preschool Children’s Self-Regulation Skills with Dialogic Book Reading
Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2
The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children
The home literacy and media environment of Saudi toddlers
Investigating the association between children’s screen media exposure and vocabulary size in the UK
Early vocabulary size in Argentinean toddlers
Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families
Unique effects of book-reading at 9-months on vocabulary development at 36-months
The ecology of self-monitoring effects on memory of verbal productions
The association between screen media quantity, content, and context and language development
Keeping it simple
Parent-child interaction during storybook reading
Language activities in a minority–majority language context
Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech
Unique contribution of shared book reading on adult-child language interaction
Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7
Parent–child book reading across early childhood and child vocabulary in the early school years
Early markers of language delay in children with and without family risk for dyslexia
Low- and high-text books facilitate the same amount and quality of extratextual talk
A comparison of book text and Child Directed Speech
Incidental vocabulary acquisition from stories
Differences in sentence complexity in the text of children’s picture books and child-directed speech
Parental report evidence for toddlers’ grammar and vocabulary in Bulgarian
Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers
Expanding the boundaries of shared book reading
Reading personalized books with preschool children enhances their word acquisition
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items
Negotiating Complexity
Implicit versus Explicit Ways of Using Bronfenbrenner's Bioecological Theory
Multifaceted determinants of social-emotional problems in preschool children in Sweden
Mental health in context
Home-based shared book reading and developmental outcomes in young children
Understanding why infant-directed speech supports learning
Children’s saving
Estilos linguísticos de educadoras e habilidades sociocomunicativas infantis aos 24, 30 e 36 meses em contextos de leitura
Scaffolding and engagement are coupled during shared book reading’s word-learning moments
“Where did you go to?” recognizing child agency as it emerges dynamically in interaction
Nothing’s Too Good for My Baby
Parenting Supports for Early Vocabulary Development
Growth of shared book reading in the first two years and its effects on children’s development
Covid-19 lockdown and early vocabulary development
Home Literacy Experiences and Shared Reading Practices
Exploring Cascading Effects of Multimodal Communication Skills in Infants With Hearing Loss
Cumulative Family Sociodemographic Risk and Preschoolers’ Language Skills Development
Developmental ecosystems of study abroad in a turbulent time
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
Determinants of Paternal Engagement
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
The Sooner, the Better
Mothers' and Fathers' Mental State Talk
Why Language Matters for Theory of Mind
Maternal Education and Measures of Early Speech and Language
Structure and Strategy in Learning to Talk
The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills
Epigenetics and the Biological Definition of Gene × Environment Interactions
Categorizing sounds and learning to read—a causal connection
Infant Intersubjectivity
The capacity for joint visual attention in the infant
Joint Book Reading Makes for Success in Learning to Read
The Specificity of Environmental Influence
Added Value of Dialogic Parent–Child Book Readings
Developmental ecology through space and time
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Natural Theories of Mind
Ecology of the family as a context for human development
The achievement and antecedents of labelling
Early motor development is part of the resource mix for language acquisition – a commentary on Iverson's ‘Developing language in a developing body
Infants' ability to consult the speaker for clues to word reference
The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers
A longitudinal study of early mother-infant interaction and later language competence
Clarifying the role of joint attention in early word learning
Gender and patterns of language development in mother-toddler and father-toddler dyads
Socio-emotional engagement, joint attention, imitation, and conversation skill
Specific and general language performance across early childhood
Joint attention and lexical acquisition style
Girls talk about dolls and boys about cars? Analyses of group and individual variation in Danish children's first words
Before Speech
Moderators of gender effects on parents' talk to their children
Joint-attentional states and lexical acquisition at 18 months
The origins of joint visual attention in infants
Early referential understanding
Early vocabulary growth
Temperament and language
A picture book reading intervention in day care and home for children from low-income families
Contexts of child rearing
| Unique citing works | 73 |
|---|---|
| Citations per year | 5,62 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 70 |