Enhancing Parent-Child Language Interaction in the Pre-School Years

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

Language interaction between parents and pre-school infants and children is extremely important, as children’s brains are developing at a speed they will never approach again. High quality interaction enhances child language development, which in turn predicts better performance later in school and employment. Parents commonly over-estimate how much they talk with their pre-school children, so some form of structured feedback is needed to help them to see the possibilities. The Language Environment Analysis (LENA) system automatically analyses large amounts of parent-child language interaction and yields quantitative feedback which can cause parents to enhance their interactions. This chapter focuses on how parents can be encouraged to engage in high quality language interaction with their pre-school children, in relation to adult word count but particularly in relation to conversational turns. Parents below average in language interaction showed significant and sustained gains. The chapter looks at studies in the US but also in China and Korea, examining universal imperatives irrespective of the actual language involved. LENA is now being introduced into schools, although detailed evaluation is awaited.
Original languageEnglish
Title of host publicationPromoting Academic Talk in Schools
Subtitle of host publicationGlobal Practices and Perspectives
EditorsRobyn M. Gillies
PublisherRoutledge Taylor & Francis Group
Chapter8
Pages112-127
Number of pages16
Edition1
ISBN (Electronic)9780203728932
ISBN (Print)9781138305489 (hbk)
Publication statusPublished - 25 Oct 2018

Fingerprint

parents
interaction
language
school
preschool child
systems analysis
Korea
infant
brain
China
cause
evaluation
performance

Keywords

  • language
  • preschool children
  • Language Environment Analysis (LENA)
  • automatic analysis
  • feedback
  • parents
  • schools

Cite this

Topping, K. (2018). Enhancing Parent-Child Language Interaction in the Pre-School Years. In R. M. Gillies (Ed.), Promoting Academic Talk in Schools: Global Practices and Perspectives (1 ed., pp. 112-127). Routledge Taylor & Francis Group.
Topping, Keith. / Enhancing Parent-Child Language Interaction in the Pre-School Years. Promoting Academic Talk in Schools: Global Practices and Perspectives. editor / Robyn M. Gillies. 1. ed. Routledge Taylor & Francis Group, 2018. pp. 112-127
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Topping, K 2018, Enhancing Parent-Child Language Interaction in the Pre-School Years. in RM Gillies (ed.), Promoting Academic Talk in Schools: Global Practices and Perspectives. 1 edn, Routledge Taylor & Francis Group, pp. 112-127.

Enhancing Parent-Child Language Interaction in the Pre-School Years. / Topping, Keith.

Promoting Academic Talk in Schools: Global Practices and Perspectives. ed. / Robyn M. Gillies. 1. ed. Routledge Taylor & Francis Group, 2018. p. 112-127.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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Topping K. Enhancing Parent-Child Language Interaction in the Pre-School Years. In Gillies RM, editor, Promoting Academic Talk in Schools: Global Practices and Perspectives. 1 ed. Routledge Taylor & Francis Group. 2018. p. 112-127