指导父母多用“父母语”,可促进婴儿语言发育

创作:hx 审核:mildbreeze 11月30日
正常发育的79名6月龄婴儿分为干预组(家长接受指导和反馈)和对照组,通过家庭录音记录婴儿6、10和14月龄时的语言发育及与家长的语言互动情况;
14月龄时指导组婴儿的咿呀学语量和词汇量均高于对照组婴儿;
对家长的指导增加了家长与婴儿的直接对话及“父母语”使用的比例,显著增加亲子互动;
对父母双方或仅母亲进行指导,对于婴儿语言发展的影响无明显差别;
在婴儿期加强对父母的育儿培训,可能对儿童的语言发展有长期的积极影响。
延伸阅读

Parent coaching at 6 and 10 months improves language outcomes at 14 months: A randomized controlled trial

婴儿6和10个月时的家长指导可以改善14个月时的语言能力:一项随机对照试验

10-15, Article, 10.1111/desc.12762more

Abstract:
Previous studies reveal an association between particular features of parental language input and advances in children's language learning. However, it is not known whether parent coaching aimed to enhance specific input components would (a) successfully increase these components in parents' language input and (b) result in concurrent increases in children's language development. The present randomized controlled trial assigned families of typically developing 6-month-old infants to Intervention (parent coaching) and Control (no coaching) groups. Families were equivalent on socioeconomic status, infants' gender, and infants' age. Parent coaching took place when infants were 6 and 10 months of age, and included quantitative and qualitative linguistic feedback on the amount of child-directed speech, back-and-forth interactions, and parentese speech style. These variables were derived from each family's first-person LENA recordings at home. Input variables and infant language were measured at 6, 10, and 14 months. Parent coaching significantly enhanced language input as measured by two social interaction variables: percentage of speech directed to the child and percentage of parentese speech. These two variables were correlated, and were both related to growth in infant babbling between 6 and 14 months. Intervention infants showed greater growth in babbling than Control infants. Furthermore, at 14 months, Intervention infants produced significantly more words than Control infants, as indicated by LENA recordings and parent report via the MacArthur-Bates Communicative Developmental Inventory. Together, these results indicate that parent coaching can enrich specific aspects of parental language input, and can immediately and positively impact child language outcomes. A video abstract of this article can be viewed at: https://youtu.be/7wqR28gPiwo.

First Authors:
Naja Ferjan Ramírez

Correspondence Authors:
Naja Ferjan Ramírez

All Authors:
Naja Ferjan Ramírez,Sarah Roseberry Lytle,Melanie Fish,Patricia K Kuhl