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Gendler-Shalev, Hila; Ben-David, Avivit; Novogrodsky, Rama – First Language, 2021
During the second year of life, children acquire words and expand their receptive and expressive vocabularies at a rapid pace. At this age, toddlers' phonological abilities are also developing rapidly. The current study investigated the effect of phonological complexity of words on the order in which they are acquired, receptively and…
Descriptors: Phonology, Difficulty Level, Toddlers, Semitic Languages
Havron, Naomi; Babineau, Mireille; Christophe, Anne – Developmental Science, 2021
Infants are able to use the contexts in which familiar words appear to guide their inferences about the syntactic category of novel words (e.g. 'This is a' + 'dax' -> dax = object). The current study examined whether 18-month-old infants can rapidly adapt these expectations by tracking the distribution of syntactic structures in their input. In…
Descriptors: Toddlers, Infants, Familiarity, Inferences
Brezack, Natalie; Radovanovic, Mia; Woodward, Amanda L. – Grantee Submission, 2021
Children learn to perform actions on artifacts in their environments from infancy, but the ways caregivers support this learning during everyday interactions are relatively unexplored. This study investigated how naturalistic caregiver-child teaching interactions promoted conventional action learning in toddlers. Caregivers of 32 24- to…
Descriptors: Toddlers, Learning Processes, Interaction, Caregiver Child Relationship
Dale, Brittany A.; Caemmerer, Jacqueline M.; Winter, Emily L.; Kaufman, Alan S. – Psychology in the Schools, 2022
Early identification of autism spectrum disorder (ASD) provides the best opportunity for children to receive evidence-based early intervention. Research indicates that accurate diagnosis can be made as early as the toddler period when an assessment is completed by experienced clinicians. Typical ASD evaluations involve an assessment of…
Descriptors: Autism, Pervasive Developmental Disorders, Child Development, Infants
Smith, C. G.; Jones, E. J. H.; Wass, S. V.; Pasco, G.; Johnson, M. H.; Charman, T.; Wan, M. W. – Journal of Autism and Developmental Disorders, 2022
Internalising problems are common within Autism Spectrum Disorder (ASD); early intervention to support those with emerging signs may be warranted. One promising signal lies in how individual differences in temperament are shaped by parenting. Our longitudinal study of infants with and without an older sibling with ASD investigated how parenting…
Descriptors: Autism, Pervasive Developmental Disorders, Personality Traits, Child Rearing
Santapuram, Pooja; Feldman, Jacob I.; Bowman, Sarah M.; Raj, Sweeya; Suzman, Evan; Crowley, Shannon; Kim, So Yoon; Keceli-Kaysili, Bahar; Bottema-Beutel, Kristen; Lewkowicz, David J.; Wallace, Mark T.; Woynaroski, Tiffany G. – Mind, Brain, and Education, 2022
Looking to the mouth of a talker early in life predicts expressive communication. We hypothesized that looking at a talker's mouth may signal that infants are ready for increased supported joint engagement and that it subsequently facilitates prelinguistic vocal development and translates to broader gains in expressive communication. We tested…
Descriptors: Infants, Expressive Language, Toddlers, Autism
Ronkin, Emily; Tully, Erin C.; Branum-Martin, Lee; Cohen, Lindsey L.; Hall, Christine; Dilly, Laura; Tone, Erin B. – Autism: The International Journal of Research and Practice, 2022
The Autism Diagnostic Observation Schedule, 2nd-edition (ADOS-2) Toddler Module is the current gold-standard measure of autism spectrum disorder (ASD), a neurodevelopmental condition more frequently diagnosed in toddler boys than girls. Some evidence suggests that behaviors assessed by the Toddler Module may capture an ASD phenotype that is more…
Descriptors: Diagnostic Tests, Autism Spectrum Disorders, Gender Differences, Interpersonal Communication
Salley, Brenda; Daniels, Debora; Walker, Corinne; Fleming, Kandace – Journal of Early Childhood Research, 2022
Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a…
Descriptors: Infants, Toddlers, Child Development, Parent Child Relationship
Dalgaard, Nina T.; Bondebjerg, Anja; Klokker, Rasmus; Viinholt, Bjørn C. A.; Dietrichson, Jens – Campbell Systematic Reviews, 2022
Worldwide, a large number of infants, toddlers, and preschoolers are enroled in formal non-parental early childhood education or care (ECEC). Theoretically, lower adult/child ratios (fewer children per adult) and smaller group sizes are hypothesised to be associated with positive child outcomes in ECEC. A lower adult/child ratio and a smaller…
Descriptors: Preschool Children, Infants, Toddlers, Teacher Student Ratio
White, E. Jayne – Global Studies of Childhood, 2022
Sustained shared thinking dialogues which focus on teacher talk with preschool learners have long been considered an important route to learning progression. Toddlers, however, seldom engage in dialogues through talk alone, and their encounters are often fleeting. As a consequence, they are often positioned on the periphery of learning dialogues…
Descriptors: Toddlers, Preschool Education, Preschool Teachers, Interpersonal Communication
DeVeney, Shari L.; Peterkin, Kristina – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Speech sound production intervention in early childhood is relatively rare despite empirical and theoretical support for providing this type of targeted therapy for toddlers. Challenges perpetuate the present clinical condition including those related to treatment decision making (e.g., intervention approach). Method: Although there are…
Descriptors: Toddlers, Speech Communication, Communication Skills, Intervention
Bican, Rachel; Lowes, Linda; Alfano, Lindsay; McNally, Michael; Durbak, Emily; Pan, Xueliang; Heathcock, Jill – Journal of Motor Learning and Development, 2022
Background: Spontaneous upper extremity movements in infancy provide insight on neuromotor development. Spatiotemporal kinematics have been used to evaluate typical development of reaching, a foundational motor skill in infancy. This study evaluates the relationship between spontaneous upper extremity movements, not elicited by a toy, and motor…
Descriptors: Spatial Ability, Kinetics, Psychomotor Skills, Motor Development
Hadley, Pamela A. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This review article summarizes programmatic research on sentence diversity in toddlers developing language typically and explores developmental patterns of sentence diversity in toddlers at risk for specific language impairment. Method: The first half of this review article presents a sentence-focused approach to language assessment and…
Descriptors: Sentences, Toddlers, Language Impairments, Language Processing
Howard, Lauren H.; Riggins, Tracy; Woodward, Amanda L. – Child Development, 2020
Little is known about the influence of social context on children's event memory. Across four studies, we examined whether learning that could occur in the absence of a person was more robust when a person was present. Three-year-old children (N = 125) viewed sequential events that either included or excluded an acting agent. In Experiment 1,…
Descriptors: Social Environment, Memory, Learning Processes, Toddlers
Kehoe, Margaret M.; Patrucco-Nanchen, Tamara; Friend, Margaret; Zesiger, Pascal – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This study examines the influence of lexical and phonological factors on expressive lexicon size in 40 French-speaking children tested longitudinally from 22 to 48 months. The factors include those based on the lexical and phonological properties of words in the children's lexicons (phonetic complexity, word length, neighborhood density…
Descriptors: Vocabulary Development, Language Acquisition, Phonology, French