{"id":647,"date":"2019-11-14T10:07:38","date_gmt":"2019-11-14T10:07:38","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/clcrseminars\/?page_id=647"},"modified":"2019-11-14T10:09:53","modified_gmt":"2019-11-14T10:09:53","slug":"20-november-2019","status":"publish","type":"page","link":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/20-november-2019\/","title":{"rendered":"20 November 2019"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><em>Promoting lower SES infants\u2019 language development: Evidence from two Randomised Controlled Trials <\/em><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Michelle McGillion<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">\n\nChildren&nbsp; from&nbsp; disadvantaged&nbsp; families&nbsp; tend&nbsp;&nbsp;to&nbsp; have&nbsp; limited&nbsp; language skills&nbsp; compared&nbsp;&nbsp;to&nbsp; their&nbsp; advantaged&nbsp; peers.&nbsp; This&nbsp; social&nbsp; gradient&nbsp; emerges&nbsp; as&nbsp; early&nbsp; as&nbsp; the&nbsp; second&nbsp; year&nbsp; of&nbsp; life&nbsp; and&nbsp; persists&nbsp; through&nbsp; childhood&nbsp; with&nbsp; long&nbsp; term&nbsp; consequences&nbsp; for&nbsp; academic&nbsp; achievement,&nbsp; economic&nbsp; success&nbsp; and&nbsp; wellbeing.&nbsp; Recent&nbsp; studies&nbsp; point&nbsp;&nbsp;to&nbsp; parenting&nbsp; interventions, early in development,&nbsp; as&nbsp; having&nbsp; the&nbsp; most&nbsp; potential&nbsp;&nbsp;to&nbsp; change&nbsp; this&nbsp; picture.&nbsp; This seminar will focus on two RCTs&nbsp;to&nbsp;promote infant language learning through caregiver contingent talk. Contingent&nbsp; talk&nbsp; refers&nbsp;&nbsp;to&nbsp; a&nbsp; style&nbsp; of&nbsp; communication&nbsp; whereby&nbsp; the&nbsp; caregiver&nbsp; talks&nbsp; about&nbsp; what&nbsp; is&nbsp; in&nbsp; their&nbsp; infant&#8217;s&nbsp; current&nbsp; focus&nbsp; of&nbsp; attention.&nbsp; In the first study, 142 11-month-olds and their caregivers were randomly allocated&nbsp;to&nbsp;a contingent talk intervention or a dental health control. This intervention was effective in promoting caregiver contingent talk and this benefited lower SES infants\u2019 language in the short term (at 15 and 18 months) but not one year post intervention (at 24 months). In the second RCT, 156 11-month-olds and their caregivers were been randomly allocated&nbsp;to&nbsp;a book sharing contingent talk intervention or a control condition where families are given the same books but no training (current practice in many areas). Book sharing is a tangible activity that tends&nbsp;to&nbsp;generate very high rates of high quality talk with infants. However, it is culturally alien&nbsp;to&nbsp;many. This study will explore how this trade-off plays out for child language outcomes (to&nbsp;24 months). Finally, the findings from both studies will be considered in&nbsp; the&nbsp; broader&nbsp; context&nbsp; of&nbsp; different&nbsp; types&nbsp; of&nbsp; parenting&nbsp; interventions&nbsp; during&nbsp; the&nbsp; infancy&nbsp; period.\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"Promoting lower SES infants\u2019 language development: Evidence from two Randomised Controlled Trials Michelle McGillion Children&nbsp; from&nbsp; disadvantaged&nbsp; families&nbsp; tend&nbsp;&nbsp;to&nbsp; have&nbsp; limited&nbsp; language skills&nbsp; compared&nbsp;&nbsp;to&nbsp; their&nbsp; advantaged&nbsp; peers.&nbsp; This&nbsp; social&nbsp; gradient&nbsp; [&hellip;]","protected":false},"author":1589,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-647","page","type-page","status-publish","hentry"],"meta_box":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/647","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/users\/1589"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/comments?post=647"}],"version-history":[{"count":2,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/647\/revisions"}],"predecessor-version":[{"id":652,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/647\/revisions\/652"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/media?parent=647"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}