Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego

Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego

Contenido principal del artículo

Dra. Susana Mendive
Dra. Mónica Zegers
Dra. Carola Perez
Resumen

El ambiente lingüístico en que crecen los niños/as (NN) es un importante predictor de sus habilidades cognitivas y de lenguaje posterior. Sin embargo, sabemos poco sobre las características del input que reciben NN en sus hogares, menos aún del aporte diferencial del input materno y paterno en la producción lingüística de sus hijos/as. A partir de transcripciones de interacciones semiestructuradas de juego libre de 10 min entre m/padres y sus hijos/as se analizó la cantidad (utterances y preguntas) y la calidad (types y LPE) del input lingüístico de 115 madres y padres y sus hijos/as de 3 años de edad. Los resultados indicaron diferencias significativas en el input, a favor de la madre. La LPE de los m/padres fue el único aspectos del input parental que se asoció con la producción lingüística de NN: No se encontraron diferencias por género de los padres. Estos resultados apoyan la idea de estudios previos que señalan la importancia de la calidad por sobre la cantidad de lenguaje en el desarrollo del lenguaje expresivo de NN. Los datos proporcionados por este estudio son se evidencian la necesidad de realizar intervenciones para que, especialmente durante los dos primeros años, los NN estén expuestos a interacciones ricas en complejidad lingüística, tanto desde las madres como en padres.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Referencias

Adamson, L. B., Kaiser, A. P., Tamis-LeMonda, C. S., Owen, M. T., & Dimitrova, N. (2020).

The developmental landscape of early parent-focused language intervention. Early Childhood Research Quarterly, 50, 59–67. https://doi.org/10.1016/j.ecresq.2018.11.005 DOI: https://doi.org/10.1016/j.ecresq.2018.11.005

Agencia de la Calidad de la Educación. (2018a).PISA 2018 Entrega de Resultados. 50.http://archivos.agenciaeducacion.cl/PISA_2018_Entrega_de_Resultados_Chile.pdf

Alam, F., Rosemberg, C. R., Garber, L., & Stein, A. (2022). Variation sets in the speech directed

to toddlers in Argentinian households. SES and type of activity effects. Journal of Child Language, 49(4), 799–823. https://doi.org/10.1017/S030500092100043X DOI: https://doi.org/10.1017/S030500092100043X

Aldoney, D., & Prieto, F. (2023). Paternal and maternal predictors of affective and cognitive

involvement of three-year-old Chilean children in Chile (Predictores del involucramiento afectivo y cognitivo de padres y madres con sus hijas/os de tres años en Chile). Journal for the Study of Education and Development, 46(2), 385-414. https://doi.org/10.1080/02103702.2022.2159614 DOI: https://doi.org/10.1080/02103702.2022.2159614

American Psychological Association. (2017). Ethical principles of psychologists and code of

conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ ethics/code/index.html

Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality

and quantity of parental linguistic input to child language skills: A meta‐analysis. Child Development, 92(2), 484-501. http://dx.doi.org/10.1111/cdev.13508 DOI: https://doi.org/10.1111/cdev.13508

Barkley, R., & Fischer, M. (2011). Predicting impairment in major life activities and

occupational functioning in hyperactive children as adults: self-reported executive function (EF) deficits versus EF tests. Developmental Neuropsychology, 36, 137 - 161. DOI: https://doi.org/10.1080/87565641.2010.549877

Bates, E., Dale, P. S., & Thal, D. (2017). Individual differences and their implications for theories of language development. The handbook of child language, 95-151. http://dx.doi.org/10.1111/b.9780631203124.1996.00005.x DOI: https://doi.org/10.1111/b.9780631203124.1996.00005.x

Bello, A., Giannantoni, P., Pettenati, P., Stefanini, S., & Caselli, M. C. (2012). Assessing

lexicon: Validation and developmental data of the Picture Naming Game (PiNG), a new picture naming task for toddlers. International Journal of Language and Communication Disorders, 47, 589–602. https://doi.org/10.1111/j.1460-6984.2012.00168.x DOI: https://doi.org/10.1111/j.1460-6984.2012.00168.x

Biblioteca del Congreso Nacional de Chile. (2017). Reportes comunales.

https://www.bcn.cl/siit/reportescomunales/comunas_v.html?anno=2017&idcom=1320

Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2004). Specific and general language

performance across early childhood: Stability and gender considerations. First language, 24(3), 267-304. http://dx.doi.org/10.1177/0142723704045681 DOI: https://doi.org/10.1177/0142723704045681

Bronfenbrenner, U., & Morris, P. (2006) The bioecological model of human development. In W. DOI: https://doi.org/10.1002/9780470147658.chpsy0114

Damon & R. M. Lerner (Series Eds.) & R. M. Lerner (Vol. Ed.) Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed. Pp.793-828) New York: John Wiley.

Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60-69.

http://dx.doi.org/10.1080/01619568309538407 DOI: https://doi.org/10.1080/01619568309538407

Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting Out Right: A Guide to Promoting

Children's Reading Success. Specific Recommendations from America's Leading Researchers on How

To Help Children Become Successful Readers. National Academy Press, 2101 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055.

Cartmill, E. A., Armstrong III, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., &

Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110(28), 11278-11283. http://dx.doi.org/10.1073/pnas.1309518110 DOI: https://doi.org/10.1073/pnas.1309518110

Clearfield, M. W., & Nelson, N. M. (2006). Sex differences in mothers' speech and play behavior

with 6-, 9-, and 14-month-old infants. Sex roles, 54, 127-137. http://dx.doi.org/10.1007/s11199-005-8874-1 DOI: https://doi.org/10.1007/s11199-005-8874-1

Coddington, C. H., Mistry, R. S., & Bailey, A. L. (2014). Socioeconomic status and receptive

vocabulary development: Replication of the parental investment model with Chilean preschoolers and their families. Early Childhood Research Quarterly, 29(4), 538-549. http://dx.doi.org/10.1016/j.ecresq.2014.06.004 DOI: https://doi.org/10.1016/j.ecresq.2014.06.004

Conti-Ramsden, G., Hutcheson, G. D., & Grove, J. (1995). Contingency and breakdown: Children with SLI and their conversations with mothers and fathers. Journal of Speech, Language, and Hearing Research, 38(6), 1290-130 http://dx.doi.org/10.1044/jshr.3806.1290 DOI: https://doi.org/10.1044/jshr.3806.1290

Contreras, D., & Puentes, E. (2017). Inequality of opportunities at early ages: evidence from

Chile. The Journal of Development Studies, 53(10), 1748-1764.

http://dx.doi.org/10.1080/00220388.2016.1262025 DOI: https://doi.org/10.1080/00220388.2016.1262025

Cristofaro, T. N., & Tamis-LeMonda, C. S. (2012). Mother-child conversations at 36 months and

at pre-kindergarten: Relations to children's school readiness. Journal of Early Childhood Literacy, 12(1), 68-97. http://dx.doi.org/10.1177/1468798411416879 DOI: https://doi.org/10.1177/1468798411416879

Daneri, M. P., Blair, C., Kuhn, L. J., FLP Key Investigators, Vernon‐Feagans, L., Greenberg, M.,

... & Mills‐Koonce, R. (2019). Maternal language and child vocabulary mediate relations between socioeconomic status and executive function during early childhood. Child Development, 90(6), 2001-2018. http://dx.doi.org/10.1111/cdev.13065 DOI: https://doi.org/10.1111/cdev.13065

Doering, E., Schluter, K., & Suchodoletz, A. Von. (2019). Features of speech in German and US-American mother-toddler dyads during toy play and book-reading. Journal of Child Language, 47(1), 112–131. https://doi.org/10.1017/S0305000919000461 DOI: https://doi.org/10.1017/S0305000919000461

Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2021). Variability and consistency in early language learning: The Wordbank project. MIT Press. http://dx.doi.org/10.7551/mitpress/11577.001.0001 DOI: https://doi.org/10.7551/mitpress/11577.001.0001

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. http://dx.doi.org/10.1177/0963721415595345 DOI: https://doi.org/10.1177/0963721415595345

Halliday, M. A. K. (1993). Language in a Changing World. Occasional Paper Number 13. Applied Linguistics Association of Australia, Centre for Language Learning and Teaching, University of Southern Queensland, Toowoomba, Queensland, 4350, Australia.

Hart B., Risley T. (1995). Meaningful differences in the everyday experience of young American

children. Paul H. Brookes Publishing Co.: Baltimore, MD

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., ... &

Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological science, 26(7), 1071-1083. http://dx.doi.org/10.1177/0956797615581493 DOI: https://doi.org/10.1177/0956797615581493

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. DOI: https://doi.org/10.1037/a0027238

Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. Handbook of

parenting: Vol. 2. Biology and ecology of parenting.

Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child development,

(2), 418-433. http://dx.doi.org/10.1111/1467-8624.00415 DOI: https://doi.org/10.1111/1467-8624.00415

Hofmann, W., Schmeichel, B., & Baddeley, A. (2012). Executive functions and self-regulation.

Trends in Cognitive Sciences, 16, 174-180. https://doi.org/10.1016/j.tics.2012.01.006. DOI: https://doi.org/10.1016/j.tics.2012.01.006

Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler

verb production. Journal of child language, 44(1), 63-86.

http://dx.doi.org/10.1017/S0305000915000690 DOI: https://doi.org/10.1017/S0305000915000690

Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary

growth: relation to language input and gender. Developmental psychology, 27(2), 236. http://dx.doi.org/10.1037/0012-1649.27.2.236 DOI: https://doi.org/10.1037//0012-1649.27.2.236

INE (2022) Google search, https://www.ine.gob.cl/docs/default-source/encuesta-suplementaria-de-ingresos/publicaciones-y-anuarios/s%C3%ADntesis-de-resultados/2021/s%C3%ADntesis-nacional-esi-2021.pdf

John, A., Halliburton, A., & Humphrey, J. (2013). Child-mother and child-father play interaction patterns with preschoolers. Early Child Development and Care, 183(3–4), 483–497. https://doi.org/10.1080/03004430.2012.711595 DOI: https://doi.org/10.1080/03004430.2012.711595

Johnson, K., Caskey, M., Rand, K., Tucker, R., & Vohr, B. (2014). Gender differences in adult-

infant communication in the first months of life. Pediatrics, 134(6), e1603-e1610. http://dx.doi.org/10.1542/peds.2013-4289 DOI: https://doi.org/10.1542/peds.2013-4289

Lange, B. P., Euler, H. A., & Zaretsky, E. (2016). Sex differences in language competence of 3-

to 6-year-old children. Applied Psycholinguistics, 37(6), 1417-1438.

http://dx.doi.org/10.1017/S0142716415000624 DOI: https://doi.org/10.1017/S0142716415000624

Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents' talk

to their children: a meta-analysis. Developmental psychology, 34(1), 3. http://dx.doi.org/10.1037/0012-1649.34.1.3 DOI: https://doi.org/10.1037/0012-1649.34.1.3

Leech, K., Chandler-Campbell, I. L., Alton, J., & Corriveau, K. H. (2023). What would happen

if?: A comparison of fathers’ and mothers’ questions to children during a science activity. Frontiers in Psychology, 14, 1078994. http://dx.doi.org/10.3389/fpsyg.2023.1078994 DOI: https://doi.org/10.3389/fpsyg.2023.1078994

Leech, K. A., Salo, V. C., Rowe, M. L., & Cabrera, N. J. (2013). Father input and child vocabulary development: The importance of wh-questions and clarification requests. Seminars in speech and language, 34(4), 249–259. https://doi.org/10.1055/s-0033-1353445.Father DOI: https://doi.org/10.1055/s-0033-1353445

Lieven, E. (2019). Input, interaction, and learning in early language development. In V. Grøver,

P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (Issue May, pp. 19–30). Cambridge University Press. https://doi.org/10.1017/9781316718537.003 DOI: https://doi.org/10.1017/9781316718537.003

MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk: Volume I:

Transcription format and programs, volume II: The database. Psychology Press.

Majorano, M., Rainieri, C., & Corsano, P. (2013). Parents' child-directed communication and child language development: A longitudinal study with Italian toddlers. Journal of Child Language, 40(4), 836-859. http://dx.doi.org/10.1017/S0305000912000323 DOI: https://doi.org/10.1017/S0305000912000323

Mendive, S., Aldoney, D., Mascareño, M., Pezoa, J., & Hoff, E. (2022). Home language and

literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años). Journal for the Study of Education and Development, 45(2), 446-477. 10.1080/02103702.2021.2015226 DOI: https://doi.org/10.1080/02103702.2021.2015226

Ministerio de Desarrollo Social. (2022). Distribución de la población de 0 a 17 años por tramos

de edad según tipo de hogar. https://datasocial.ministeriodesarrollosocial.gob.cl/fichaIndicador/766/1

Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early education and development, 19(1), 7-26. http://dx.doi.org/10.1080/10409280701838603 DOI: https://doi.org/10.1080/10409280701838603

Morawska, A. (2020). The effects of gendered parenting on child development outcomes: A systematic review. Clinical child and family psychology review, 23(4), 553-576. https://doi.org/10.1007/s10567-020-00321-5 DOI: https://doi.org/10.1007/s10567-020-00321-5

Morisset, C. E., Barnard, K. E., & Booth, C. L. (1995). Toddlers' language development: Sex

differences within social risk. Developmental Psychology, 31(5), 851. http://dx.doi.org/10.1037/0012-1649.31.5.851 DOI: https://doi.org/10.1037/0012-1649.31.5.851

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in

toddler vocabulary production in low‐income families. Child development, 76(4), 763-782. http://dx.doi.org/10.1111/j.1467-8624.2005.00876.x DOI: https://doi.org/10.1111/j.1467-8624.2005.00876.x

Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young

children: Contributions to later language development. Journal of applied developmental psychology, 27(6), 571-587. http://dx.doi.org/10.1016/j.appdev.2006.08.003 DOI: https://doi.org/10.1016/j.appdev.2006.08.003

Pancsofar, N., Vernon-Feagans, L., & Family Life Project Investigators. (2010). Fathers’ early

contributions to children's language development in families from low-income rural communities. Early childhood research quarterly, 25(4), 450-463. http://dx.doi.org/10.1016/j.ecresq.2010.02.001 DOI: https://doi.org/10.1016/j.ecresq.2010.02.001

Parke, R. D. (2002). Fathers and families. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 3: Being and Becoming a Parent (2nd ed., pp. 27–73). Mahwah, NJ: Lawrence Erlbaum Associates. http://dx.doi.org/10.4324/9780429433214-3 DOI: https://doi.org/10.4324/9780429433214-3

Pruden, S. M., & Levine, S. C. (2017). Parents’ spatial language mediates a sex difference in

preschoolers’ spatial-language use. Psychological Science, 28(11), 1583-1596. http://dx.doi.org/10.1177/0956797617711968 DOI: https://doi.org/10.1177/0956797617711968

Huaqing Qi, C., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in early childhood special education, 23(4), 188-216. http://dx.doi.org/10.1177/02711214030230040201 DOI: https://doi.org/10.1177/02711214030230040201

Reynolds, E., Vernon-Feagans, L., Bratsch-Hines, M., Baker, C. E., & Family Life Project Key

Investigators. (2019). Mothers’ and fathers’ language input from 6 to 36 months in rural two-parent-families: Relations to children’s kindergarten achievement. Early Childhood Research Quarterly, 47, 385-395. http://dx.doi.org/10.1016/j.ecresq.2018.09.002 DOI: https://doi.org/10.1016/j.ecresq.2018.09.002

Ribot, K. M., Hoff, E., & Burridge, A. (2018). Language use contributes to expressive language growth: Evidence from bilingual children. Child Development, 89(3), 929-940. https://doi.org/10.1111/cdev.12770 DOI: https://doi.org/10.1111/cdev.12770

Rinaldi, P., Pasqualetti, P., Volterra, V., & Caselli, M. C. (2023). Gender differences in early

stages of language development. Some evidence and possible explanations. Journal of Neuroscience Research, 101(5), 643-653. http://dx.doi.org/10.1002/jnr.24914 DOI: https://doi.org/10.1002/jnr.24914

Robinson, J. B., Burns, B. M., & Davis, D. W. (2009). Maternal scaffolding and attention regulation in children living in poverty. Journal of Applied Developmental Psychology, 30(2), 82-91. https://doi.org/10.1016/j.appdev.2008.10.013 DOI: https://doi.org/10.1016/j.appdev.2008.10.013

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford DOI: https://doi.org/10.1093/oso/9780195059731.001.0001

university press.

Rowe, M. L. (2012a). A longitudinal investigation of the role of quantity and quality of child‐

directed speech in vocabulary development. Child development, 83(5), 1762-1774. http://dx.doi.org/10.1111/j.1467-8624.2012.01805.x

Rowe, M. L. (2012a). 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 DOI: https://doi.org/10.1111/j.1467-8624.2012.01805.x

Rowe, M. L. (2013, November). Decontextualized language input and preschoolers' vocabulary development. In Seminars in speech and language (Vol. 34, No. 04, pp. 260-266). Thieme Medical Publishers. http://dx.doi.org/10.1055/s-0033-1353444 DOI: https://doi.org/10.1055/s-0033-1353444

Rowe, M. L. (2012b). Recording, Transcribing, and Coding Interaction. In E. Hoff (Ed.), DOI: https://doi.org/10.1002/9781444344035.ch13

Research Methods in Child Language. A Practical Guide (pp. 193–207). Wiley-Blackwell Publishing.

Rowe, M. L. (2018). Understanding Socioeconomic Differences in Parents’ Speech to Children.

Child Development Perspectives, 12(2), 122–127. https://doi.org/10.1111/cdep.12271

Rowe, M. L., Coker, D., & Pan, B. A. (2004). A comparison of fathers’ and mothers’ talk to

toddlers in low‐income families. Social development, 13(2), 278-291. http://dx.doi.org/10.1111/j.1467-9507.2004.000267.x DOI: https://doi.org/10.1111/j.1467-9507.2004.000267.x

Rowe, M. L., Denmark, N., Harden, B. J., & Stapleton, L. M. (2016). The role of parent

education and parenting knowledge in children's language and literacy skills among White, Black, and Latino families. Infant and Child Development, 25(2), 198-220. http://dx.doi.org/10.1002/icd.1924 DOI: https://doi.org/10.1002/icd.1924

Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh‐questions

matter for toddlers' language and cognitive development. Cognitive science, 41, 162-179. https://doi.org/10.1111/cogs.12349 DOI: https://doi.org/10.1111/cogs.12349

Rowe, M. L. (2018). Understanding socioeconomic differences in parents’ speech to

children. Child Development Perspectives, 12(2), 122-127. http://dx.doi.org/10.1111/cdep.12271 DOI: https://doi.org/10.1111/cdep.12271

Rowe, M. L., & Snow, C. E. (2020). Analyzing input quality along three dimensions: Interactive,

linguistic, and conceptual. Journal of child language, 47(1), 5-21. http://dx.doi.org/10.1017/S0305000919000655 DOI: https://doi.org/10.1017/S0305000919000655

Seifer, R. (2005). Who should collect our data: Parents or trained observers?. Handbook of

research methods in developmental science, 15-137. http://dx.doi.org/10.1002/9780470756676.ch7 DOI: https://doi.org/10.1002/9780470756676.ch7

Shapiro, N. T., Hippe, D. S., & Ramírez, N. F. (2021). How chatty are daddies? An exploratory study of infants' language environments. Journal of Speech, Language, and Hearing Research, 64(8), 3242-3252. http://dx.doi.org/10.1044/2021_JSLHR-20-00727 DOI: https://doi.org/10.1044/2021_JSLHR-20-00727

Stanovich K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. http://dx.doi.org/10.1598/RRQ.21.4.1 DOI: https://doi.org/10.1598/RRQ.21.4.1

Stein, A., Menti, A. B., & Rosemberg, C. R. (2021). Socioeconomic status differences in the

linguistic environment: a study with Spanish-speaking populations in Argentina. Early Years, 43(1), 31–45. https://doi.org/10.1080/09575146.2021.1904383 DOI: https://doi.org/10.1080/09575146.2021.1904383

Strasser, K., Mendive, S., & Susperreguy, M. I. (2012). Los procesos familiares como mediadores de la relación entre el contexto socioeconómico y los resultados cognitivos y educativos. In I. Mena, M.R. Lissi, L. Alcalay, & N. Milicic (Eds.) Educación y diversidad: aportes desde la psicología educacional (pp. 299-333) Ediciones UC. http://www.jstor.org/stable/j.ctt1bhkqmb

Strasser, K. (2019). Contexts for the development of language and literacy in Latin America. In

D. Whitebread, V. Grau, & K. Kumpulainen. The SAGE Handbook of Developmental Psychology and Early Childhood Education (pp. 383-402). 55 City Road, London: SAGE Publications Ltd. http://dx.doi.org/10.4135/9781526470393.n22 DOI: https://doi.org/10.4135/9781526470393.n22

Susperreguy, M. I., Strasser, K., Lissi, M. R., & Mendive, S. (2007). Creencias y prácticas de

literacidad en familias chilenas con distintos niveles educativos. Revista Latinoamericana de Psicología, 39(2), 239-251. Retrieved from: http://www.scielo.org.co/scielo.php?pid=S0120-05342007000200003&script=sci_arttext

Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in

second language teaching and learning (pp. 471-483). Routledge.

Tamis-LeMonda, C. S., Baumwell, L., & Cabrera, N. J. (2013). Fathers’ role in children’s

language development. Handbook of father involvement: Multidisciplinary perspectives, 135-150. http://dx.doi.org/10.4324/9780203101414.ch8 DOI: https://doi.org/10.4324/9780203101414.ch8

Tamis-LeMonda, C. S., Baumwell, L., & Cristofaro, T. (2012). Parent–child conversations

during play. First Language, 32(4), 413-438. http://dx.doi.org/10.1177/0142723711419321 DOI: https://doi.org/10.1177/0142723711419321

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. Child development, 75(6), 1806-1820. http://dx.doi.org/10.1111/j.1467-8624.2004.00818.x DOI: https://doi.org/10.1111/j.1467-8624.2004.00818.x

van Steensel, R., Gouw, B., Liefers, S., & van Aspert, T. (2022). Cognitively challenging talk

during shared reading: Effects of parent gender, child gender and relations with story comprehension. Journal of Early Childhood Literacy, 14687984221082240. http://dx.doi.org/10.1177/14687984221082240 DOI: https://doi.org/10.1177/14687984221082240

Vandermaas-Peeler, M., Sassine, B., Price, C., & Brilhart, C. (2012). Mothers’ and fathers’

guidance behaviours during storybook reading. Journal of Early Childhood Literacy, 12(4), 415-442. http://dx.doi.org/10.1177/1468798411417381 DOI: https://doi.org/10.1177/1468798411417381

Vernon‐Feagans, L., Bratsch‐Hines, M., Reynolds, E., & Willoughby, M. (2020). How early

maternal language input varies by race and education and predicts later child language. Child development, 91(4), 1098-1115. http://dx.doi.org/10.1111/cdev.13281 DOI: https://doi.org/10.1111/cdev.13281

Vygotsky, L. S. (1986). Thought and Language, A. Kozulin, (Ed. and Trans.), Cambridge, MA.:

MIT Press. http://dx.doi.org/10.1037/11193-000 DOI: https://doi.org/10.1037/11193-000

Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary

acquisition: Effects of sophisticated exposure and support for meaning. Developmental psychology, 37(2), 265. http://dx.doi.org/10.1037/0012-1649.37.2.265 DOI: https://doi.org/10.1037/0012-1649.37.2.265

World Medical Association. (2018, Julio 9). Declaration of Helsinski-Ethical principles for

medical research involving human subjects. https://www.wma.net/policies-post/wma-declaration-of-hel sinki-ethical-principles-for-medical-research-involving-human-subjects/

Yeung, W. J., Sandberg, J. F., Davis‐Kean, P. E., & Hofferth, S. L. (2001). Children's time with fathers in intact families. Journal of Marriage and Family, 63(1), 136-154. http://dx.doi.org/10.1111/j.1741-3737.2001.00136.x DOI: https://doi.org/10.1111/j.1741-3737.2001.00136.x

Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel,

U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342-349. http://dx.doi.org/10.1542/peds.2008-2267 DOI: https://doi.org/10.1542/peds.2008-2267

Citaciones