Mothers' knowledge about children's play and language development
Short-term stability and interrelations
Bibliographic Data
| ID | 9785657 |
|---|---|
| Authors | Catherine S Tamis‐lemonda (0000-0002-9071-4028, New York University, corresponding author), Catherine S Tamis-Lemonda, Lisa A Chen (New York University), Marc H Bornstein (0000-0002-6810-8427, New York University) |
| Year | 1998 |
| Volume | 34 |
| Issue | 1 |
| Pages | 115-124 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.34.1.115 |
| PMID | 9471009 |
| OpenAlex | W2016266795, W4256616457 |
| Language | EN |
| Citations received | 12 |
| References cited | 10 |
Sixty-four mothers of children ranging in age from 6 to 58 months were asked to determine, for pairings of play and language items, which item was more advanced developmentally. This procedure was repeated within 2 weeks. In general, mothers' orderings of play and language items matched those established in the developmental literature and were stable over the short term. Mothers' knowledge about language development was stronger than and unrelated to their knowledge about play, suggesting that maternal knowledge about developmental domains is differentiated and specific. Finally, mothers' judgments about the developmental milestones depended on their children's current developmental stage: Mothers were less accurate at estimating the timing of milestones that their children had mastered many months earlier, supporting the view that mothers' knowledge is informed by their children's recent rather than past achievements in specific areas
Child development · Childhood development · Cognition · Cognitive development · Cognitive psychology · Developmental Milestone · Developmental psychology · Developmental stage · Developmentally Appropriate Practice · Early childhood education · Knowledge level · Language acquisition · Language development · Mathematics education · Term (time · Child and Animal Learning Development · Child Development and Digital Technology · Early Childhood Education and Development · Family and Disability Support Research · Language Development and Disorders · Psychology
Maternal Education and Measures of Early Speech and Language
Knowledge of development during pregnancy and the transition to parenthood
Predictors of maternal knowledge on early childhood development in highly marginalized communities in Mexico
Maternal interactive beliefs and style as predictors of language development in preterm and full term children
How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities
Mother-Child Play in Italy
Dynamics of Mothers' Goals for Children in Ethnically Diverse Populations across the First Three Years of Life
Morphosyntactic development and educational style of parents in neglected children
Design of a language stimulation program for children suffering abuse
Low‐income adolescent mothers' knowledge about domains of child development
What do mothers know? Maternal knowledge of child development
Parenting knowledge
Social Representations and the Development of Knowledge
Structure and Strategy in Learning to Talk
Variability in Early Communicative Development
Pretend Play in Childhood
Parental Beliefs about Developmental Processes
Ethnotheories of development and education
Cultural Approaches to Parenting
A normative study of representational play in the transition to language
From exploration to play
The Naive Theory of the Infant and Some Maternal Attitudes
| Citations per year | 0.44 |
|---|---|
| Citation span | 1999 - 2024 (26) |
| Highly cited | No |