Resumen
El objetivo de la presente investigación fue analizar la influencia de la producción verbal de los cuidadores sobre la producción léxica de infantes (30 a 48 meses) mediante una actividad de lectura conjunta. Método: participaron 249 diadas (cuidador-infante) y se utilizaron las unidades de análisis type (número de palabras diferentes producidas sin repetirse) y token (número total de palabras producidas). Se observaron correlaciones estadísticamente significativas en todas las categorías gramaticales producidas por las diadas, así como el efecto de la producción verbal del cuidador sobre la del infante. Los resultados resaltan la importancia e influencia de los cuidadores sobre la producción verbal infantil, siendo la producción verbal de los adultos un predictor significativo del desarrollo de lenguaje de infantes entre tres y cuatro años cuando interactúan en contextos de lectura conjunta.
Citas
Acosta, V., Moreno, A. y Axpe, Á. (2013). Análisis de las dificultades en el discurso narrativo en alumnado con Trastorno Específico del Lenguaje. Revista de Logopedia, Foniatría y Audiología, 33(4), 165-171. https://doi.org/10.1016/j.rlfa.2013.07.004
Aldrich, N., Tenenbaum, H., Brooks, P., Harrison, K., & Sines, J. (2011). Perspective Taking in Children's Narratives About Jealousy. British Journal of Developmental Psychology, 29(1), 86-109. http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=23948995
Alva, E. A., y Hernández-Padilla, E. (2001). La producción del lenguaje de niños mexicanos. Un estudio transversal de niños de cinco a doce años. UNAM.
Berman, R., & Slobin, D. (1995). Relating Events in Narrative: A Crosslinguistic Developmental Study. Language, 71(4), 806-808. http://dx.doi.org/10.1007/1-4020-7911-7_10
Blewitt, P., & Langan, R. (2016). Learning Words During Shared Book Reading: The Role of Extratextual Talk Designed to Increase Child Engagement. Journal of Experimental Child Psychology, 150, 404–410. https://doi.org/10.1016/j.jecp.2016.06.009
Bruner, J. (1985). Child’s Talk: Learning to Use Language. Child Language Teaching and Therapy, 1(1), 111–114. https://doi.org/10.1177/026565908500100113
Bus, A. (2002). Joint Caregiver-Child Storybook Reading: A Route to Literacy Development. In S. B. Neuman y D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 179-191). The Guilford Press.
Chang, C.-J., & Luo, Y. -H. (2020). A Longitudinal Study of Maternal Interaction Strategies During Joint Book-Reading in Taiwan. Journal of Child Language, 47(2), 401-417. https://doi.org/10.1017/S0305000919000746
Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless Picture Books Boost Preschoolers’ Language Production During Shared Reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001
Flórez, R., Restrepo, M. y Schwanenflugel, P. (Eds.). (2007). Alfabetismo Emergente: Investigación, Teoría y Práctica. El caso de la lectura. Universidad Nacional de Colombia.
Goldfield, B. A., & Reznick, J. S. (1990). Early Lexical Acquisition: Rate, Content, And The Vocabulary Spurt. Journal of Child Language, 17(1), 171–183. https://doi.org/10.1017/S0305000900013167
Golinkoff, R. M., Can, D. D., Soderstrom, M., & Hirsh-Pasek, K. (2015). (Baby) Talk to Me: The Social Context of Infant-Directed Speech and Its Effects on Early Language Acquisition. Current Directions in Psychological Science, 24(5), 339–344. https://doi.org/10.1177/0963721415595345
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language Matters: Denying the Existence of the 30-
Million-Word Gap Has Serious Consequences. Child Development, 90(3), 985–992. https://doi.org/10.1111/cdev.13128
Grolig, L., Cohrdes, C., Tiffin-Richards, S.P., & Schroeder, S. (2019). Effects of Preschoolers’ Storybook Exposure and Literacy Environments on Lower Level and Higher Level Language Skills. Reading and Writing, 32(4), 1061-1084. https://doi.org/10.1007/s11145-018-9901-2
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children’s Language Success. Psychological Science, 26(7), 1071–1083. https://doi.org/10.1177/0956797615581493
Hoff, E. (2006). How Social Contexts Support and Shape Language Development. Developmental Review, 26(1), 55–88. https://doi.org/10.1016/j.dr.2005.11.002
Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238
Højen, A., Schmidt, A.S.M., Møller, I.S., & Flansmose, L. (2022). Unequal Home Literacy Environments Between Preschool-Age Boys and Girls Predict Unequal Language and Preliteracy Outcomes. Acta Psychologica, 230, 1-10. https://doi.org/10.1016/j.actpsy.2022.103716
Karmiloff, K., & Karmiloff-Smith, A. (2009). Pathways to Language: From Fetus to Adolescent. Harvard University Press.
Kennison, S. M. (2013). Introduction to Language Development. Sage Publications.
Kwon, K. A., Bingham, G., Lewsader, J., Jeon, H. J., & Elicker, J. (2013). Structured Task Versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers’ Engagement with Parents and Play Behaviors, and Parent-Toddler Language Use. Child and Youth Care Forum, 42(3), 207–224. https://doi.org/10.1007/s10566-013-9198-x
Mayer, M. (1967). A Boy, a Dog and a Frog. Dial Books for Young Readers.
Mayer, M. (1969). Frog Where Are You? Dial Books for Young Readers.
Mayer, M. (1973). Frog on His Own. Dial Books for Young Readers.
Mayer, M. (1975). One Frog Too Many. Dial Books for Young Readers.
Minto García, A., Alva, E., & Arias Trejo, N. (2020). Mothers’ Use of Gestures and their Relationship to Children’s Lexical Production. Psychology of Language and Communication, 24(1), 175-200. https://doi.org/10.2478/plc-2020-0010
Newman, R. S., Rowe, M. L., & Bernstein Ratner, N. (2016). Input and Uptake at 7 months Predicts Toddler Vocabulary: The Role of Child-Directed Speech and Infant Processing Skills in Language Development. Journal of Child Language, 43(5), 1158–1173. https://doi.org/10.1017/S0305000915000446
Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S.C. (2020). The Home Literacy Environment as A Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01628
Paavola, L., Kunnari, S., Moilanen, I., & Lehtihalmes, M. (2005). The Functions of Maternal Verbal Responses to Prelinguistic Infants as Predictors of Early Communicative and Linguistic Development. First Language, 25(2), 173–195. https://doi.org/10.1177/0142723705050341
Rodriguez, E. T., & Tamis-Lemonda, C. S. (2011). Trajectories of the Home Learning Environment Across the First 5 Years: Associations with Children’s Vocabulary and Literacy Skills at Prekindergarten. Child Development, 82(4), 1058–1075. https://doi.org/10.1111/j.1467-8624.2011.01614.x
Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated with Language-Related Brain Function. Psychological Science, 29(5), 700–710. https://doi.org/10.1177/0956797617742725
Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30. https://www.redalyc.org/pdf/1332/133229443004.pdf
Rowe, M. L. (2012). A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech Vocabulary Development. Child Development, 83(5), 1762–1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x
Sénéchal, M., & Lefevre, J.-A. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85(4), 1552-1568. https://doi-org.pbidi.unam.mx:2443/10.1111/cdev.12222
Suárez, P., & Alva, E. (2021). Parental appraisal of the vocabulary of infants from families of different Socioeconomic Status. In B. Barcelata, & P. Suárez (Eds.), Child and adolescent development in risky adverse contexts: A Latin American Perspective. Springer, Cham. https://doi.org/10.1007/978-3-030-83700-6_5
Suárez, P., Alva, E. y Valdés, T. (2016). Análisis de la complejidad del vocabulario en infantes de 36 meses de edad. Revista de Investigación y Práctica En Psicología Del Desarrollo, Vol. 2, pp. 8–23. https://revistas.uaa.mx/index.php/ippd/article/view/675
Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal Responsiveness and Children’s Achievement of Language Milestones. Child Development, 72(3), 748–767. http://www.jstor.org/stable/1132453
Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why Is Infant Language Learning Facilitated by Parental Responsiveness? Current Directions in Psychological Science, 23(2), 121–126. https://doi.org/10.1177/0963721414522813
Tamis-lemonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and Mothers at Play with Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development, 75(6), 1806–1820. https://doi.org/10.1111/j.1467-8624.2004.00818.x
Tamis‐LeMonda, C. S., & Bornstein, M. H. (2015). Infant Word Learning in Biopsychosocial Perspective. In S. D. Calkins (Ed.), Handbook of Infant Biopsychosocial Development (pp. 152–185). Guildford Press.
Tomasello, M., & Farrar, M. J. (1986). Joint Attention and Early Language. Child Development Stable, 57(6), 1454–1463. https://www.jstor.org/stable/1130423
Valdés, T. (2015). Producción léxica en interacción diádica durante una tarea de lectura conjunta [Tesis de Licenciatura, Universidad Nacional Autónoma de México]. eTESIUNAM Dirección General de Bibliotecas y Servicios Digitales de Información UNAM. http://132.248.9.195/ptd2015/noviembre/0738560/Index.html
Zivan, M., & Horowitz-Kraus, T. (2020). Parent–Child Joint Reading is Related to an Increased Fixation Time on Print During Storytelling Among Preschool Children. Brain and Cognition, 143, 1-8. https://doi.org/10.1016/j.bandc.2020.105596
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2023