COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains

Kartushina, Natalia and Mani, Nivedita and Aktan-Erciyes, Aslı and Alaslani, Khadeejah and Aldrich, Naomi J. and Almohammadi, Alaa and Alroqi, Haifa and Anderson, Lucy M. and Andonova, Elena and Aussems, Suzanne and Babineau, Mireille and Barokova, Mihaela and Bergmann, Christina and Cashon, Cara and Custode, Stephanie and De Carvalho, Alex and Dimitrova, Nevena and Dynak, Agnieszka and Farah, Rola and Fennell, Christopher and Fiévet, Anne-Caroline and Frank, Michael C. and Gavrilova, Margarita and Gendler-Shalev, Hila and Gibson, Shannon P. and Golway, Katherine and Gonzalez-Gomez, Nayeli and Haman, Ewa and Hannon, Erin and Havron, Naomi and Hay, Jessica and Hendriks, Cielke and Horowitz-Kraus, Tzipi and Kalashnikova, Marina and Kanero, Junko and Keller, Christina and Krajewski, Grzegorz and Laing, Catherine and Lundwall, Rebecca A. and Luniewska, Magdalena and Mieszkowska, Karolina and Munoz, Luis and Nave, Karli and Olesen, Nonah and Perry, Lynn and Rowland, Caroline Frances and Santos Oliveira, Daniela and Shinskey, Jeanne and Veraksa, Aleksander and Vincent, Kolbie and Zivan, Michal and Mayor, Julien (2022) COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains. Language Development Research . ISSN 2771-7976 Published Online First http://dx.doi.org/10.34842/abym-xv34

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Official URL: http://dx.doi.org/10.34842/abym-xv34

Abstract

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries(from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown.

Item Type:	Article
Uncontrolled Keywords:	COVID-19 pandemic, vocabulary development, book reading, passive screen exposure, multi-country, pre-registered, longitudinal study
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Faculty of Arts and Social Sciences Faculty of Arts and Social Sciences > Academic programs > Psychology
Depositing User:	Junko Kanero
Date Deposited:	01 Oct 2022 20:28
Last Modified:	01 Oct 2022 20:28
URI:	https://research.sabanciuniv.edu/id/eprint/44854

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COVID-19 first lockdown as a unique window into language acquisition: what you do (with your child) matters. (deposited 17 Aug 2021 21:45)
- COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains. (deposited 01 Oct 2022 20:28) [Currently Displayed]

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