Normative Scripts for Object Labeling during a Play Activity: Mother-Child and Sibling Conversations in Mexican-Descent Families

Abstract

This study compared patterns of mother and sibling object labeling as potential word learning resources for young children. Maternal labeling was also compared based on mothers’education level and target children’s age and gender. Target children (2- to 3-year-olds) from 40 Mexican-descent families engaged in a videotaped play activity with their mothers and siblings (4- to 6-year-olds). Mothers provided names for objects (referential labeling) as often as they mentioned objects as part of the ongoing activity (labeling in action). Siblings focused on referential labeling proportionately more than did mothers and did so as a demonstration of their knowledge of object labels, whereas mothers used this labeling style as a collaborative discussion. There were no differences in mothers’ labeling styles based on education level; however, there were interesting variations based on target child age and gender. Results suggest that there are diverse conversational motivations and normative scripts for object labeling within mother-child and sibling conversations.