COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries(from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown.

Auteur·e·s
Kartushina Natalia
Mani Nivedita
Aktan-Erciyes Asli
Alaslani Khadeejah
Aldrich Naomi J.
Almohammadi Alaa
Alroqi Haifa
Anderson Lucy M.
Andonova Elena
Aussems Suzanne
Babineau Mireille
Barokava Mihaela
Bergmann Christina
Cashon Clara
Custode Stephanie
de Carvalho Alex
Dimitrova Nevena
Dynak Agnieszka
Farah Rola
Fennell Christopher
Fiévet Anne-Caroline
Frank Michael C.
Gavrilova Margarita
Gendler-Shalev Hila
Gibson Shannon P.
Golway Katherine
Gonzales-Gomez Nayeli
Haman Ewa
Hannon Erin
Havron Naomi
Hendriks Cielke
Horowitz-Kraus Tzipi
Kalashnikova Marina
Kanero Junko
Keller Christina
Krajewski Grzegorz
Laing Catherine
Lundwall Rebecca A.
Luniewska Magdalena
Mieszkowska Karolina
Munoz Luis
Nave Karli
Oleson Nonah
Perry Lynn
Rowland Caroline
Santos Oliveira Daniela
Veraksa Aleksander
Kolbie Vincent
Zivan Michal
Mayor Julien
Liens

https://doi.org/10.34842/abym-xv34

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Références

Kartushina, N., Mani, N., Aktan-Erciyes, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., Alroqi, H., Anderson, L. M., Andonova, E., Aussems, S., Babineau, M., Barokova, M., Bergmann, C., Cashon, C., Custode, S., de Carvalho, A., Dimitrova, N., Dynak, A., Farah, R., Fennell, C., Fiévet, A.-C., Frank, M. C., Gavrilova, M., Gendler-Shalev, H., Gibson, S. P., Golway, K., Gonzalez-Gomez, N., Haman, E., Hannon, E., Havron, N., Hay, J., Hendriks, C., Horowitz-Kraus, T., Kalashnikova, M., Kanero, J., Keller, C., Krajewski, G., Laing, C., Lundwall, R. A., Luniewska, M., Mieszkowska, K., Munoz, L., Nave, K., Olesen, N., Perry, L., Rowland, C. F., Santos Oliveira, D., Shinskey, J., Veraksa, A., Vincent, K., Zivan, M., & Mayor, J. (2022). COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains. Language Development Research, 2(1), 1-36. https://doi.org/10.34842/abym-xv34