Abstract:

Early language stimulation has positive effects on children’s language development.[1] Recently, researchers have called for use of evidence-based interventions for improving children’s early language environments.[2] One area of focus has been families of low socio-economic status, as research has pointed to discrepancies in language development between children of higher and lower income backgrounds.[3] In this presentation, we share results of our study conducted in the United States with three coaches and twenty-two families of infants who were slated to enter high-poverty schools upon kindergarten entry. A majority of the parent participants self-reported their ethnicity as Hispanic/Latino/Spanish origin and were native Spanish speakers, and two of the coaches were bilingual Spanish and English speakers. Families participated in a community-based research project designed to support their efforts for stimulating infants’ early language environment. Coaches worked with the parents in small group sessions using a curriculum of ten language stimulation strategies. As part of their participation in the project, coaches wrote notes following each session describing and responding to what took place; these notes comprised the data set for this presentation. Thematic analysis of the qualitative data resulted in rich descriptions of coaches’ activities with families, as well as the learning coaches gained about the coaching process. We will share coach descriptions of their efforts to review, demonstrate, and rehearse strategies with families, while offering encouragement. Codes and sample quotes from participants illustrate the materials (e.g., books, toys, household objects) and interactions (e.g., games, role play, modeling, video clips) utilized by coaches. Finally, we share implications of our findings. For example, as greater emphasis is placed on interventions for infant language stimulation[2], descriptions of coaching activities may prove helpful for program implementation.

References:
[1] R. R. Romeo, J. A. Leonard, S. T. Robinson, M. R. West, A. P. Mackey, M. L. Rowe, and J. D. E. Gabrieli, “Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function,” Psychological Science, vol. 29, no. 5, pp. 700-710, 2018.
[2] C. R. Greenwood, J. J. Carta, D. Walker, J. Watson-Thompson, J. Gilkerson, A. L., Larson, and A. Schnitz, “Conceptualizing a public health prevention intervention for bridging the 30 million word gap,” Clinical Child and Family Psychology Review, vol. 20, no. 1, pp. 3-24, 2017.
[3] A. Fernald, V. A. Marchman, and A. Weisleder, “SES differences in language processing skill and vocabulary are evident at 18 months,” Developmental Science, vol. 16, no. 2, pp. 234-248, 2013.

Keywords:

Early childhood education, coaching, families, Latino.