Vocabulary development at home: a multimedia elaborated picture supporting parent-toddler interaction.
Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high-quality parent-toddler interaction. Elaborated picture home activities can support...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 6; pp. 548 - 561 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=119309706&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119309706 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2016 vid: 32 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 119309706 119309706 119309706 10.1111/jcal.12150 119309706 ppf: 548 ppct: 13 formats: tig: atl: Vocabulary development at home: a multimedia elaborated picture supporting parent-toddler interaction. aug: au: Gremmen, M.C. Molenaar, I. Teepe, R.C. affil: University of Groningen, Interuniversity Center for Social Science Theory and Methodology (ICS), Netherlands sug: subj: Learning Methods In Infancy and Childhood Multimedia Home Environment Parent-Child Relations Language Education Netherlands Human Female Male Child, Preschool P-Value Pretest-Posttest Design Literacy Education Child, Preschool: 2-5 years Female Male ab: Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high-quality parent-toddler interaction. Elaborated picture home activities can support this rich home language environment. This study compares the effects of a multimedia versus a paper elaborated picture on the parent-toddler interaction and toddlers' vocabulary development. In a within-subjects design, 20 toddlers (age 3-4) discussed a multimedia and a paper elaborated picture with a parent. Results showed that toddlers knew significantly more words (receptively and expressively) after both activities. Moreover, the improvement in receptive vocabulary knowledge was significantly larger with the multimedia elaborated picture compared with the paper-based picture. In addition, both parent and toddler engaged in a significant higher level of decontextualized language in response to multimedia. The present study shows that multimedia elaborated pictures can support parents at home to engage in a parent-toddler interaction that is richer and supports the development of receptive vocabulary more compared with traditional paper-based activities. In the future, multimedia-based home activities for toddlers' vocabulary development, supporting parent-child interaction, can be offered relatively cheap and easily via internet. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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