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Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development
Author(s) -
Moody C. T.,
Baker B. L.,
Blacher J.
Publication year - 2018
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/jir.12501
Subject(s) - developmental psychology , psychology , syntax , language development , child development , language acquisition , psychological intervention , linguistics , philosophy , mathematics education , psychiatry
Background Despite studies of how parent–child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from child age 3 to age 4 years, for children with typical development or developmental delays (DDs). Methods Participants were children with or without DD ( N = 60) participating in a longitudinal study of development. Parent–child interactions were transcribed and coded for parenting domains and child language. Multiple regression analyses were used to identify the contribution of parenting to complex syntax growth in children with typical development or DD. Results Analyses supported a final model, F (9,50) = 11.90, P < .001, including a significant three‐way interaction between positive parenting behaviours, negative parenting behaviours and child delay status. This model explained 68.16% of the variance in children's complex syntax at age 4. Simple two‐way interactions indicated differing effects of parenting variables for children with or without DD. Conclusions Results have implications for understanding of complex syntax acquisition in young children, as well as implications for interventions.