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La evaluación de la interacción comunicativa y lingüística en relación a la adquisición del lenguaje infantil. Revisión de estudios observacionales y escalas de estimación

Authors
Journal
Revista de Logopedia Foniatría y Audiología
0214-4603
Publisher
Elsevier
Publication Date
Volume
29
Issue
4
Identifiers
DOI: 10.1016/s0214-4603(09)70030-0
Keywords
  • Desarrollo Del Lenguaje Temprano
  • Evaluación
  • Interacción Comunicativa Y Lingüística Temprana
  • Observación Sistemática
  • Revisión
  • Teorías Socioculturales Y Ecofuncionales
  • Early Language Development
  • Assessment
  • Communicative And Linguistic Interaction
  • Systematic Observation
  • Sociocultural And Ecofunctional Theories
Disciplines
  • Communication
  • Linguistics
  • Medicine
  • Psychology

Abstract

From the moment that sociocultural and ecofunctional oriented authors started researching child development the amount of empirical studies about adult-child interaction in everyday contexts increased dramatically. This is not surprising given the importance those researchers attach to the adult-child interaction in the psychological development of the child. In this paper we review studies that analyze early adult-child interaction that relates, in all or in part, to communication and language development in everyday contexts. Most of them are observational studies that help specify the role every partner plays during interactive communication, and at the same time try to identify reciprocal actions that, according to the theory expressed in the present article, may affect child language development. We will analize observational studies that took place in spanish and catalan speaking cultural areas while the rating scales are of an international scope. With this survey the authors pretend to review the present state of knowledge and establish the basis for future instruments to be used in the assessment of early daily interactions, mainly those processes that are essential for the development of the child's means to communicate and use language. We believe that the identification and assessment of those processes will be of great help to speech therapists and others involved in early intervention in language development and language disorders. Our final goal is to present the state of the art and find future challenges thus promoting research in this area that results in better and more precise assessment and intervention practices with language impaired children and their families of our own culture. Finally, the review we present here shows the effort already done in finding theoretical and methodological grounds for the study of early communicative and linguistic interaction in every day settings while identifying the diadic actions that help language development.

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