Abstract
The study examined associations between Estonian children's language performance and their mothers' self-reported language teaching practices, and factors related to the frequency of using these language teaching practices. Mothers reported their language teaching practices, child-rearing value orientation, and their children's expressive vocabulary at 36 months (N = 88; Mage = 35.85) via the ECDI-II. Language comprehension and production were directly assessed using the New Reynell Developmental Language Scales (NRDLS). Girls outperformed boys on language production. Children of mothers with university education scored higher than others on all language measures. Mothers with stronger autonomy orientation and fewer children reported more frequent use of informal language stimulation and corrective feedback. Self-reported informal language stimulation was positively related to children's expressive vocabulary and language comprehension, whereas corrective feedback was negatively linked to children's language comprehension and production. This study highlights the importance of engaging language-learning children into conversations rather than explicitly correcting their speech.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
