Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health.
Psychology Program, School of Social Sciences, Nanyang Technological University.
Dev Psychol. 2020 Oct;56(10):1842-1854. doi: 10.1037/dev0001092. Epub 2020 Jul 16.
The transaction of children's core language skill and their home learning environment was assessed across 5 waves from infancy (15 months) up to adolescence (11 years) in 1,751 low-socioeconomic status families. Child core language skill and the quality of the home learning environment were each stable across waves, and the two covaried at each wave. Over and above these stabilities and concurrent correlations, and net child social competence and maternal education, higher quality stimulation and support in the home learning environment at each wave advanced children's core language skill at each subsequent wave, and reciprocally children with more advanced core language skill at each wave stimulated a higher quality home learning environment at each subsequent wave. These transactions were robust across child gender, ethnicity, birth order, and developmental risk. This bidirectionality shows that children consistently affect their environments from infancy to adolescence and underscores that the home learning environment is a worthy intervention target for improving core language skill in children regardless of age. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
在 1751 个低社会经济地位家庭中，从婴儿期（15 个月）到青春期（11 岁），对儿童核心语言技能及其家庭学习环境的变化进行了 5 次评估。儿童核心语言技能和家庭学习环境的质量在各波次都很稳定，且在各波次之间存在共变关系。除了这些稳定性和同时相关性，以及儿童社会能力和母亲教育的净效应之外，在家庭学习环境中每一波次更高质量的刺激和支持，都能促进儿童在随后的各波次中的核心语言技能发展，反之，在各波次中语言技能发展更先进的儿童，也能在随后的各波次中刺激出更高质量的家庭学习环境。这些关联在儿童的性别、种族、出生顺序和发展风险上都具有稳健性。这种双向关系表明，儿童从婴儿期到青春期一直持续地影响着他们的环境，这突显了家庭学习环境是一个值得关注的干预目标，无论儿童的年龄大小，都可以通过它来提高儿童的核心语言技能。（PsycInfo 数据库记录（c）2020 APA，保留所有权利）。
