Abstract

The goal of this research was to show that active parental engagement during children’s music time is beneficial for early language development. Done in conjunction, these factors will result in even greater benefits than what would be seen if they were done independent of each other. The hypothesis is rooted in the social interactionist theory and routines based interventions. The research method was a case study with one parent-child dyad participating in the intervention. To capture the data, the Language Environment Analysis (LENA) recording device was provided to the parent, which allowed the intervention to occur entirely in the home without the researcher’s involvement. The fact that the intervention occurred in the dyad’s natural environment without a researcher present adds validity to the study as both the child and parent were likely more comfortable and authentic in their interactions and use of language. The LENA system allowed data collection for both the parent and child during engagement in song routines. For the child, the measures were their number of vocalizations and number of conversational turns. For the parent, the measures included number of words and number of conversational turns. Baseline data consisted of the child and parent engaged in songs as they normally would without any instruction to the parent regarding communication strategies. Intervention data consisted of song routines with the parent using scripts with language elicitation procedures embedded. The intent of the intervention was to provide more communication opportunities to the child. The results showed an increase from the baseline to the intervention period.

Semester/Year of Award

Spring 5-6-2022

Mentor

Jade H. Robinson

Mentor Department Affiliation

Teaching, Learning, and Educational Leadership

Access Options

Restricted Access Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Applied Human Sciences

IRB Approval Number (if applicable)

4314

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