Domeniconi Camila, Gràcia Marta, Benitez Priscila
Departamento de Psicologia, Universidade Federal de São Carlos - UFSCAR - São Carlos (SP), Brasil.
Departament de Cognició, Desenvolupament i Psicologia de l'Educació, Universitat de Barcelona - Barcelona, España.
Codas. 2025 Jan 20;37(1):e20240003. doi: 10.1590/2317-1782/e20240003en. eCollection 2025.
The general aim of the present study was to analyse eight mother-child interactions during shared reading with children and to assess the efficacy of a brief intervention with the mothers to promote changes in the strategies they used to develop their children's oral language. The specific objectives were to work collaboratively with mothers, to analyse the interactions between mothers and their children before and at the end of the intervention period.
Mothers participated in five meetings to reflect collaboratively on strategies to promote improvements in communicative interactions in a family context and in children's oral language and during the shared reading episodes. Standardized language tests were used to assess the oral language of children who were five and six years old and typically developing.
The results showed that all children improved some aspects of their communicative repertoire in standardized tests and/or in the observations of natural or structured situations.
We conclude that the use of strategies such as a brief intervention to promote communicative interactions between mothers and their children may have contributed to promoting children's oral language.
本研究的总体目标是分析与儿童共读时的八次母婴互动，并评估对母亲进行简短干预以促进她们用于培养孩子口语语言的策略发生变化的效果。具体目标是与母亲合作，分析干预期开始前和结束时母婴之间的互动。
母亲们参加了五次会议，共同思考促进家庭环境中交流互动、儿童口语语言以及共读环节改善的策略。使用标准化语言测试来评估5岁和6岁且发育正常的儿童的口语语言。
结果表明，所有儿童在标准化测试和/或自然或结构化情境观察中，其交流技能的某些方面都有所提高。
我们得出结论，使用诸如简短干预等策略来促进母婴之间的交流互动可能有助于促进儿童的口语语言发展。
