Everyday Speech Acts of Disadvantaged and Advantaged Mothers to Their Toddlers.

Autor/inn/en	Schachter, Frances Fuchs; und weitere
Titel	Everyday Speech Acts of Disadvantaged and Advantaged Mothers to Their Toddlers.
Quelle	(1977), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Disadvantaged; Infants; Language Patterns; Language Role; Measurement Instruments; Mothers; Parent Background; Parent Child Relationship; Parent Role; Preschool Children; Social Class; Social Differences; Socioeconomic Influences; Toddlers; Verbal Communication; Whites + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Infant; Toddler; Toddlers; Kleinkind; Sprachmodell; Sprachstruktur; Mother; Mutter; Elternhaus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social classes; Soziale Klasse; Sozialer Unterschied; Sozioökonomischer Faktor; Infants; White; Weißer
Abstract	In this study, everyday mother-to-toddler speech patterns among disadvantaged and advantaged groups were examined in the home environment. The Schachter FIS-C (Functions of Interpersonal Speech of Caretakers) language measuring instrument was applied to mother speech in three sociolinguistic urban groups: black disadvantaged, black advantaged, and white advantaged. Advantage was defined mainly in terms of mother's education. Ten mother-toddler dyads per group, matched for toddler age, sex, birth order and maternal employment, were studied during two 72-minute home sessions each, during which all dyadic verbal and non-verbal interactions were recorded by an observer-scorer. Scores were subject to two-way analysis of covariance, sociolinguistic group x sex with age-of-child as covariate. Results, covering 23,539 mother statements, show striking differences between disadvantaged and advantaged groups, with almost no differences between the black and white advantaged groups. No significant group differences were found in the amount of spontaneous speech. Extensive class differences were found in the social or affective domain, rather than in the teaching or learning domain. (Author/BF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC