Early language outcomes in Argentinean toddlers: Associations with home literacy, screen exposure and joint media engagement

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2022-08-16 DOI:10.1111/bjdp.12429

Julieta Medawar, Ángel Javier Tabullo, Lucas Gustavo Gago-Galvagno

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引用次数: 2

Abstract

This study aimed to analyse the contribution of mothers' home literacy beliefs and practices and the quantity and quality of screen media exposure on Argentinean toddler's language. In addition, we considered parent–child joint engagement, as well as adult scaffolding behaviours during the use of electronic devices. A total of 465 mothers of 18–36 months old children completed an online survey including: the MacArthur Bates CDI, home literacy, screen exposure, joint engagement and scaffolding questionnaires. We observed positive effects of literacy beliefs, PC times and verbal scaffolding on language outcomes. TV exposure contributed negatively to vocabulary and, along with educational content, to sentence use. Shared reading and screen media experiences can be an opportunity for language stimulation, provided there is dialogue and joint engagement. Passive screen exposure and inadequate content may be detrimental for toddlers' language outcomes, probably by displacement of socially significant interactions.

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阿根廷幼儿的早期语言结果:与家庭识字、屏幕曝光和联合媒体参与的关系

本研究旨在分析母亲的家庭识字信念和实践以及屏幕媒体曝光的数量和质量对阿根廷幼儿语言的贡献。此外，我们还考虑了亲子共同参与，以及成人在使用电子设备过程中的脚手架行为。共有465名18-36个月大孩子的母亲完成了一项在线调查，调查内容包括:麦克阿瑟·贝茨CDI、家庭素养、屏幕暴露、共同参与和脚手架问卷。我们观察到识字信念、PC时间和口头框架对语言结果的积极影响。看电视对词汇量和教育内容的使用都有负面影响。如果有对话和共同参与，共同的阅读和屏幕媒体体验可以成为语言刺激的机会。被动的屏幕暴露和不充分的内容可能对幼儿的语言结果有害，可能是通过取代社会上重要的互动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;