Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz

Frühe Eltern-Kind-Interaktionen zeichnen sich durch wiederkehrende Kommunikationssituationen wie gemeinsames Buchlesen aus, in denen die Interaktionspartner lautsprachlich, aber auch nonverbal (z. B. durch Gesten) kommunizieren. Das Besondere an der Verwendung nonverbaler Mittel ist, dass sie Kindern schon früh einen Einstieg in ein kommunikatives Miteinander ermöglichen. Wir beobachteten die multimodale Kommunikation von 17 Müttern und ihren 14 Monate alten Kindern in naturalistischen Vorlesesituationen und untersuchten den Zusammenhang dieser Verhaltensweisen mit späteren Wortschatzmaßen der Kinder. Die Anzahl der Kombinationen aus Zeigegesten und Lautsprachäußerungen sowohl der Kinder als auch ihrer Mütter erklären gemeinsam 55 % der Varianz des produktiven Wortschatzes der Kinder mit 18 Monaten.

Abstract

Early parent-child interactions are characterized by repeated communicative situations such as joint book reading. In these interactions, both interaction partners communicate using verbal, but also nonverbal means such as gestures. Nonverbal means enable children from early on to take an active part in communication. In our study, we observed 17 mothers and their 14-month-old children in naturalistic joint book reading situations and analyzed their multimodal communication and its relation to the children’s later language skills. The number of gesture-and-speech combinations of both, children and their mothers, explained 55 % of the variance of the children’s productive vocabulary at 18 months.

Schlüsselwörter

Vorlesen - multimodale Kommunikation - Zeigegesten - Spracherwerb - Eltern-Kind-Interaktion

Keywords

joint book-reading - multimodal communication - pointing - language acquisition - parent-child interaction

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