Rivero Magda, Vilaseca Rosa, Cantero María-José, Valls-Vidal Clara, Leiva David
Department of Cognition, Developmental and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain.
Department of Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain.
Children (Basel). 2023 Mar 3;10(3):505. doi: 10.3390/children10030505.
Parental behavior in interactions with children has been related to child language development. Our study contributes to the literature about relations between the characteristics of parent-child interactions during play and a child's language development in typically developing children at early ages, with data from mothers and fathers from the same families in Spain. Our aim was to analyze the relation between positive parenting behaviors assessed with the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and child language development assessed with the Bayley-III scales. We controlled for some sociodemographic variables. The participants were 90 children aged 15-31 months and their mothers and fathers. Bivariate analysis showed significant positive relations between mothers' responsive, encouraging and teaching behaviors and a child's language scores. Relations were found between fathers' encouraging and teaching behaviors and a child's language. Regression models indicate that maternal and paternal encouraging behaviors predicted 18% of the variability in the child's receptive language, and maternal responsive and teaching behaviors predicted 16% of the variability in the child's expressive language and total language scores. The study provides new data that support the relevance of positive parental behaviors to improve a child's linguistic development.
父母与孩子互动中的行为与孩子的语言发展有关。我们的研究为有关游戏过程中亲子互动特征与幼儿期正常发育儿童语言发展之间关系的文献做出了贡献，数据来自西班牙同一家庭的母亲和父亲。我们的目的是分析用西班牙语版的《亲子互动：与结果相关的观察清单》（PICCOLO）评估的积极育儿行为与用贝利婴幼儿发展量表第三版（Bayley-III）评估的儿童语言发展之间的关系。我们控制了一些社会人口学变量。参与者是90名15至31个月大的儿童及其父母。双变量分析显示，母亲的回应、鼓励和教导行为与孩子的语言得分之间存在显著的正相关关系。发现父亲的鼓励和教导行为与孩子的语言之间存在关系。回归模型表明，母亲和父亲的鼓励行为预测了孩子接受性语言变异性的18%，母亲的回应和教导行为预测了孩子表达性语言和总语言得分变异性的16%。该研究提供了新的数据，支持积极的父母行为对改善孩子语言发展的相关性。
