Raising potential: exploring parent-child interaction levels among families in the Abecedarian program and its effects on language development
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Date
2017
Authors
Kiansky, Victoria
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Abstract
Parent-child interaction has been documented to promote child language development, and higher levels of language development better prepare children for academic success. The Abecedarian Program provides high-quality child care and enriching experiences to promote academic and social development of children living in low-income households. One aspect of the Abecedarian program focuses on enhancing language development through the daily intentional use of language. This program has been demonstrated to raise children’s language levels, however, increased parent-child interaction at home has not been tested.
This thesis evaluated the impact of the Abecedarian Program on levels of parent-child interaction at home and, in turn, the impact of parent-child interaction levels on language development among a sample of families living in a low-income neighbourhood. A relationship was found between program participation and parent-child interaction levels at home; however, there was no statistically significant interaction between parent-child interaction at home and language development.
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Keywords
Aboriginal children, Social housing, Language development, Child development, Abecedarian program, Early childhood education, Early childhood learning, Childcare