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

Natalia Kartushina; Nivedita Mani; Aslı Aktan-Erciyes; Khadeejah Alaslani; Naomi J Aldrich; Alaa Almohammadi; Haifa Alroqi; Lucy M Anderson; Elena Andonova; Suzanne Aussems; Mireille Babineau; Mihaela Barokova; Christina Bergmann; Cara Cashon; Stephanie Custode; Alex A de Carvalho; Nevena Dimitrova; Agnieszka Dynak; Rola Farah; Christopher Fennell; Anne-Caroline Fiévét; Michael C Frank; Margarita Gavrilova; Hila Gendler-Shalev; Shannon P Gibson; Katherine Golway; Nayeli Gonzalez Gomez; Ewa Haman; Erin Hannon; Naomi Havron; Jessica Hay; Cielke Hendriks; Tzipi Horowitz-Kraus; Marina Kalashnikova; Junko Kanero; Christina Keller; Grzegorz Krajewski; Catherine Laing; Rebecca A. Lundwall; Magdalena Łuniewska; Karolina Mieszkowska; Luis Muñoz; Karli Nave; Nonah M. Olesen; Lynn Perry; Caroline Frances Rowland; Daniela Santos Oliveira; Jeanne Shinskey; Aleksander Veraksa; Kolbie Vincent; Michal Zivan; Julien Mayor

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

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Date

2022

Discipline

Psychologie

Type de document

Articles

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Publications

Langue

Anglais

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HAL-SHS : linguistique

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Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.34842/abym-xv34

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Archives ouvertes

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Centre pour la communication scientifique directe

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info:eu-repo/semantics/OpenAccess

Mots-clés En

COVID-19 pandemic vocabulary development book reading passive screen exposure multi-country

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English language--Vocabulary Words, Stock of Word books

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Natalia Kartushina et al., « COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains », HAL-SHS : linguistique, ID : 10.34842/abym-xv34

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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.

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

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