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

Kartushina, N., Mani, N., Aktan-Erciyes, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., et al. (2022). COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains. Language Development Research, 2, 1-36. doi:10.34842/abym-xv34.

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Kartushina, Natalia1, Author
Mani, Nivedita2, 3, Author
Aktan-Erciyes, Aslı 4, Author
Alaslani, Khadeejah5, Author
Aldrich, Naomi J.6, Author
Almohammadi, Alaa7, Author
Alroqi, Haifa7, Author
Anderson, Lucy M.8, Author
Andonova, Elena9, Author
Aussems, Suzanne10, Author
Babineau, Mireille11, 12, Author
Barokova, Mihaela13, Author
Bergmann, Christina14, Author           
Cashon, Cara15, Author
Custode, Stephanie16, Author
De Carvalho, Alex17, Author
Dimitrova, Nevena18, Author
Dynak, Agnieszka19, Author
Farah, Rola20, Author
Fennell, Christopher21, Author
Fiévet, Anne-Caroline11, AuthorFrank, Michael C.22, AuthorGavrilova, Margarita23, AuthorGendler-Shalev, Hila24, AuthorGibson, Shannon P.25, AuthorGolway, Katherine15, AuthorGonzalez-Gomez, Nayeli25, AuthorHaman, Ewa19, AuthorHannon, Erin26, AuthorHavron, Naomi24, AuthorHay, Jessica27, AuthorHendriks, Cielke14, Author           Horowitz-Kraus, Tzipi20, AuthorKalashnikova, Marina28, AuthorKanero, Junco29, AuthorKeller, Christina30, AuthorKrajewski, Grzegorz 19, AuthorLaing, Catherine31, AuthorLundwall, Rebecca A.8, AuthorŁuniewska, Magdalena19, AuthorMieszkowska, Karolina19, AuthorMunoz, Luis1, AuthorNave, Karli19, AuthorOlesen, Nonah15, AuthorPerry, Lynn16, AuthorRowland, Caroline F.14, 32, Author           Santos Oliveira, Daniela27, AuthorShinskey, Jeanne33, AuthorVeraksa, Aleksander 23, AuthorVincent, Kolbie15, AuthorZivan, Michal 20, AuthorMayor, Julien1, Author more..
1University of Oslo, Oslo, Norway, ou_persistent22              
2University of Göttingen, Göttingen, Germany, ou_persistent22              
3Leibniz ScienceCampus Primate Cognition, Göttingen, Germany, ou_persistent22              
4Kadir Has University, Istanbul, Turkey, ou_persistent22              
5Purdue University, West Lafayette, IN, USA, ou_persistent22              
6Grand Valley State University, Allendale, MI, USA, ou_persistent22              
7King Abdulaziz University, Jeddah, Saudi Arabia, ou_persistent22              
8Brigham Young University, Provo, UT, USA, ou_persistent22              
9New Bulgarian University, Sofia, Bulgaria, ou_persistent22              
10University of Warwick, Coventry, UK, ou_persistent22              
11PSL University, Paris, France, ou_persistent22              
12University of Toronto, Toronto, Canada, ou_persistent22              
13Boston University, Boston, MA, USA, ou_persistent22              
14Language Development Department, MPI for Psycholinguistics, Max Planck Society, ou_2340691              
15University of Louisville, Louisville, KY, USA, ou_persistent22              
16University of Miami, Coral Gables, FL, USA, ou_persistent22              
17Université de Paris, Paris, France, ou_persistent22              
18Haute Ecole de Travail Social de Lausanne (HES-SO), Lausanne, Switzerland, ou_persistent22              
19University of Warsaw, Warsaw, Poland, ou_persistent22              
20Technion, Haifa, ‎Israel, ou_persistent22              
21University of Ottawa, Ottawa, Canada, ou_persistent22              
22Stanford University, Stanford, CA, USA, ou_persistent22              
23Lomonosov Moscow State University, Moscow, Russia, ou_persistent22              
24University of Haifa, Haifa, ‎Israel, ou_persistent22              
25Oxford Brookes University, Oxford, UK, ou_persistent22              
26University of Nevada Las Vegas, Las Vegas, NV, USA, ou_persistent22              
27University of Tennessee, Knoxville, TN, USA, ou_persistent22              
28Basque Center on Cognition, Brain, and Language, Donostia, Spain, ou_persistent22              
29IKERBASQUE, Basque Foundation for Science, Bilbao, Spain, ou_persistent22              
30Sabancı University, Tuzla, Turkey, ou_persistent22              
31Cardiff University, ou_persistent22              
32Donders Institute for Brain, Cognition and Behaviour, External Organizations, ou_55236              
33Royal Holloway University of London, London, UK, ou_persistent22              


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 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.


Language(s): eng - English
 Dates: 2022-02-06
 Publication Status: Published online
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.34842/abym-xv34
 Degree: -



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Title: Language Development Research
Source Genre: Journal
Publ. Info: -
Pages: - Volume / Issue: 2 Sequence Number: - Start / End Page: 1 - 36 Identifier: -