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Efficacy Of Parent-Child Interaction Therapy: A Randomized Control Trial ...
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Efficacy Of Parent-Child Interaction Therapy: A Randomized Control Trial ...
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Measuring naturalistic proximity as a window into caregiver-child interaction patterns.
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Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ...
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Parenting and Early Language Development of Young Children in South Korea
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Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development
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Testing the association between the early parent–child relationship and teacher reported socio-emotional difficulties at 11 years: A quantile mediation analysis
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PARENTAL PREFERENCES ABOUT TOYS AND THE IMPACT OF TOY CHOICES ON CHILD LANGUAGE LEARNING
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Siblings' Impact on Caregiver-Infant Interactions and its Relationship with Language Outcomes
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Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use
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In: Education Sciences ; Volume 10 ; Issue 2 (2020)
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The early years home learning environment : Associations with parent-child-course attendance and children's vocabulary at age 3
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Abstract:
Zweitveröffentlichung der Verlagsversion am 09.03.2021 ; Although many studies investigated the effects of the home learning environment (HLE) in the preschool years, the constructs that underlie the HLE in the years before the age of three and its effects on language development are still poorly understood. This study therefore investigated the dimensionality of the HLE at age two, its relation to the attendance of low threshold parent-child-courses, and its importance for children’s vocabulary development between age 2 and 3 years against the background of differing family background characteristics. Using data from 1,013 children and their families of the Newborn Cohort of the German National Educational Panel Study, structural equation modeling analyses showed that (1) quantitative and qualitative aspects of the early HLE, i.e., the frequency of stimulating activities, and the quality of parent-child-interactions should be differentiated; (2) that family background variables are differentially associated with the HLE dimensions and (3) that attendance at parent-child courses enriches both aspects of the HLE which in turn (4) are related to the children’s vocabulary development. Our results highlight the need to differentiate aspects of the early HLE to disentangle which children are at risk in terms of which stimulation at home and the possibility to enrich the HLE through low threshold parent-child courses.
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Keyword:
home learning environment; longitudinal study; parent-child course; parent-child-interaction; socio-economic background; vocabulary development
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URL: https://doi.org/10.3389/fpsyg.2020.01425 https://fis.uni-bamberg.de/handle/uniba/49171
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Context Effects on Child Object Touch and Parent Referential Speech: Implications for Autism Spectrum Disorder
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In: Master's Theses (2020)
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An effectiveness study of a parent-child interaction therapy with children with Down syndrome
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Problems following topic shift in interactions with repaired cleft children
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 184-193 (2020) (2020)
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Maternal discourse continuity and infants' actions organize 12-month-olds' language exposure during object play.
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In: Developmental science, vol 22, iss 3 (2019)
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Tangrams 101: Effects of Tangible and Digital Play on Children’s Spatial Reasoning and Parental Spatial Language
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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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Parents' and Children's Oral Language Use During Three Play Contexts
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In: Communication Sciences and Disorders Dissertations (2019)
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Infant Language Production and Parenting Skills: A Randomized Controlled Trial
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In: Department of Psychology (2019)
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How do parents of school-aged children respond to their children’s extending gestures?
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