ERIC Number: ED207682
Record Type: Non-Journal
Publication Date: 1978
Reference Count: N/A
Increasing Toddlers' Vocabularies Through Picture-Reading.
This study compares the effectiveness of three methods of teaching object names to young children. These methods were (1) informal play, in which an adult named and described those objects with which a child played; (2) picture reading, in which an adult named and described objects depicted in photographs; and (3) a combination of the first and second methods. A fourth condition (control) was included to compare the amount of spontaneous learning which occurred. Fifteen children (mean age 20 months) enrolled in a day care center were individually pretested by either a classroom teacher or an assistant teacher in order to ensure an equal rate of familiarity/non-familiarity with items used for each condition. The pretest was followed by a 6-week experimental period, during which the children were taught new object names under each of the above three conditions. At the end of the 6-week intervention period, children's familiarity with object names was tested again and their responses were compared with those of the pretest. Results indicated that very young children may learn to name objects more rapidly under the planned conditions of picture-reading and playing with the same objects. The importance of the picture-reading method for the development of young children's language and ways in which day care teachers can use this method are discussed. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Southwest Educational Development Lab., Austin, TX.