English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse
  1. View item / 
  2. Item Summary

Item

ITEM ACTIONSEXPORT
Add to Basket
  Local TagsRelease HistoryDetailsSummary

Released
Journal Article

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

MPS-Authors
/persons/resource/persons41950

Bergmann,  Christina
Language Development Department, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons269307

Hendriks,  Cielke
Language Development Department, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons198473

Rowland,  Caroline F.
Language Development Department, MPI for Psycholinguistics, Max Planck Society;
Donders Institute for Brain, Cognition and Behaviour, External Organizations;

External Resource
No external resources are shared
Fulltext (restricted access)
There are currently no full texts shared for your IP range.
Fulltext (public)
Supplementary Material (public)
There is no public supplementary material available
Citation

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.


Cite as: https://hdl.handle.net/21.11116/0000-0008-28F5-7
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.