This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children’s utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents’ use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children’s language learning environments.

中文翻译：

---

无字书籍阅读、印刷书籍阅读和想象力游戏期间亲子互动的比较


这项研究调查了父母和三到四岁的孩子进行无字书籍阅读、图画书阅读和小世界玩具游戏活动时成人与儿童语言互动的差异。二十二位家长记录了自己与孩子在家中完成的每项活动。家长的输入在不同背景下进行比较，重点关注互动和概念领域：开放式提示的使用、儿童话语的扩展或延伸，以及脱离语境的（抽象）语言的使用。阅读书籍时比玩玩具时更多地使用语言扩展。与其他情况相比，父母在阅读无字书籍时更频繁地使用开放式问题并添加偶然的概念信息。研究结果表明，无字书籍可能结合了开放性和基于叙述的语言内容的优点。父母对抽象语言的使用也因情况而异。这项研究扩展了对活动情境在塑造儿童语言学习环境中的作用的理解。