COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains

Autor: L. Anderson, Karolina Mieszkowska, A. De Carvalho, C. Hendriks, Ewa Haman, N. Olesen, Michael C. Frank, S. Gibson, S. Custode, R. Farah, Karli M. Nave, K. Vincent, Nayeli Gonzalez-Gomez, Nivedita Mani, Haifa Alroqi, Lynn K. Perry, Agnieszka Dynak, N. Dimitrova, A. Almohammadi, Magdalena Łuniewska, Caroline F. Rowland, Suzanne Aussems, Natalia Kartushina, Marina Kalashnikova, N. J. Aldrich, Junko Kanero, M. D. Barokova, M. Zivan, C. Keller, Julien Mayor, Anne-Caroline Fiévet, Alexander N. Veraksa, Cara H. Cashon, K. Golway, K. Alaslani, Grzegorz Krajewski, Naomi Havron, Catherine E. Laing, H. Gendler-Shalev, Jeanne L. Shinskey, E. Andonova, L. Munoz, Christopher T. Fennell, Margarita Gavrilova, Mireille Babineau, Erin E. Hannon, Christina Bergmann, Rebecca A. Lundwall, D. Santos Oliveira, T. Horowitz-Kraus, J. Hay, A. Aktan-Erciyes

Publikováno v: Language Development Research
Language Development Research, 2, 1-36
Addi. Archivo Digital para la Docencia y la Investigación
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Language Development Research, 2, 1, pp. 1-36

Published on 06 Feb 2022 The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8d651919ee9d1cd49cb87102594e9aae
https://radar.brookes.ac.uk/radar/items/9ca22c5e-5a09-4644-88e9-be1bf90c09d3/1/

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