A cognitive-linguistic intervention model for mother-infant Pairs: Birth-to-three
✍ Scribed by Dr. Earladeen Badger; Sheila Edwards; Donna Burns
- Publisher
- John Wiley and Sons
- Year
- 1981
- Tongue
- English
- Weight
- 700 KB
- Volume
- 2
- Category
- Article
- ISSN
- 0163-9641
No coin nor oath required. For personal study only.
✦ Synopsis
There is a challenge to develop an educational technology which promotes cognitive and linguistic competency among children of the poor. Researchers who have studied early interactions between mother and child and service deliverers who have implemented parenting programs recognize the link between cognitive and language development. The focus of this paper is a curriculum model which includes both areas of development. The interactive behaviors of mother and child during three successive stages of the child's development (0-9 months, 9-18 months, and 18-36 months) form the matrix of the cognitive-linguistic intervention model.
How a mother comes to socialize her infant seems to relate to how an infant comes to understand language. The interaction games that mothers and infants play (mother approaches, infant smiles and vocalizes, mother repeats vocalization) may have broad implications for the social and intellectual development of the infant. It is becoming increasingly evident that children accomplish great intellectual feats during the years when they experience minimal or no formal education, regardless of the social class of their families. They categorize significant aspects of their environment during the first two years.'** There is some evidence, however, that social class differences in the presymbolic vocal interactions between infants and their mothers may be present in the first year of life.3.4*5The~e differences in vocal interactions may be the early precursors of later social class differences in language and intellectual development.
A number of empirical studies have documented differences in verbal behaviors between middle class and lower class parents. Verbal interactions among many low-income parents and their young children are limited and