Interest-based everyday child language learning
Revista de Logopedia, Foniatría y Audiología, ISSN: 0214-4603, Vol: 36, Issue: 4, Page: 153-161
2016
- 24Citations
- 61Captures
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Article Description
This paper includes a description of an intervention model and research on the effectiveness of the model and associated practices that used child interest-based participation in everyday activities as sources of communication and language learning opportunities. The intervention included four components: (a) interest-based child learning opportunities, (b) everyday family and community activities as sources of child learning opportunities, (c) methods for increasing child participation in interest-based everyday activities, and (d) parents’ use of responsive teaching for promoting child communication and language competence. The participants were 21 practitioners and 58 families of infants and toddlers with developmental delays. The intervention was implemented in the children's home by their parents an average of 12 months. Structural equation modeling was used to trace the effects of practitioner and parent fidelity of the intervention practices to rates of child language learning. The more children participated in interest-based everyday activities, the greater the growth in the children's language acquisition. The results also showed that practitioner and parent fidelity of use of the practices were indirectly related to changes in children's language development mediated by parents’ judgments of the usefulness of the practices and the frequency of child participation in interest-based everyday activities. Results indicated that incorporating children's interests into everyday child language learning activities was an effective intervention strategy. The difference between practitioner- and parent-implemented everyday child language learning practices are described as are the implications for practice. Este artículo presenta un modelo de intervención y una investigación centrados en la efectividad del modelo y en las prácticas asociadas que usan los intereses del niño para promover su participación en las actividades diarias para el aprendizaje de la comunicación y el lenguaje. La intervención constó de 4 componentes: a) oportunidades de aprendizaje basadas en el interés del niño; b) actividades diarias de la familia y la comunidad entendidas como fuentes de oportunidades para el aprendizaje del niño; c) métodos para aumentar la participación del niño en actividades diarias basadas en sus intereses, y d) el uso por parte de los padres de una enseñanza responsiva para promover competencias de comunicación y lenguaje en el niño. Participaron 21 profesionales y 48 familias con niños con problemas en el desarrollo. La intervención se llevó a cabo en el hogar de los niños. Fueron los padres quienes la implementaron y duró una media de 12 meses. Se usó un modelo de ecuación estructural para trazar los efectos de la fidelización de los profesionales y los padres a las prácticas del programa en el índice de aprendizaje del lenguaje en el niño. Cuanto más participaban los niños en actividades diarias basadas en sus intereses, mayor era el crecimiento en su adquisición del lenguaje. Los resultados también mostraron que la fidelidad de los padres y los profesionales al uso de las prácticas estuvo indirectamente relacionada con los cambios en el desarrollo del lenguaje del niño, mediado a través de la valoración que los padres hacían sobre la utilidad de las prácticas y la frecuencia de la participación del niño en las actividades diarias basadas en su interés. Los resultados indicaron que incorporar los intereses del niño en las actividades diarias de aprendizaje del lenguaje fue una estrategia de intervención efectiva. Se describen las diferencias entre la implementación por parte de los profesionales y el hecho de que sean los padres quienes utilicen las prácticas en las actividades diarias para el aprendizaje del lenguaje en términos de implicaciones para la práctica.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0214460316300390; http://dx.doi.org/10.1016/j.rlfa.2016.07.003; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84994108122&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S0214460316300390; https://dx.doi.org/10.1016/j.rlfa.2016.07.003
Elsevier BV
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