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Everyday caretaker talk to toddlers vs. threes and fours*

Published online by Cambridge University Press:  26 September 2008

Frances Fuchs Schachter ,
Diana Fosha ,
Sarah Stemp ,
Nancy Brotman  and
Sonia Ganger
Frances Fuchs Schachter
Affiliation:
Center for Toddler Development, Barnard College, Columbia University
Diana Fosha
Affiliation:
Center for Toddler Development, Barnard College, Columbia University
Sarah Stemp
Affiliation:
Center for Toddler Development, Barnard College, Columbia University
Nancy Brotman
Affiliation:
Center for Toddler Development, Barnard College, Columbia University
Sonia Ganger
Affiliation:
Center for Toddler Development, Barnard College, Columbia University
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Abstract

Interpersonal functions of everyday caretaker speech usage are examined when addressed to toddlers, threes, and fours. Twelve teachers, 4 at each age level, were each observed for 24 3-minute intervals during free play, and their speech classified into 45 responsive and spontaneous functional categories based on our previously developed classification scheme for spontaneous child speech (Schachter et al. 1974). The results support hypotheses derived from Piagetian theory concerning early developments in ego-differentiation. Speech patterns with increments in speech to toddlers include explicating desires, providing substitutes for prohibitions, reporting on the child, and word teaching, called alter-ego speech. Patterns with increments for threes and/or fours include enhancing the child's ego, assisting him to fulfil desires himself, and encouraging persistence, called ego-supportive speech, as well as modulations (explanations, justifications, etc.) and admonitions with appeals to norms, called ego-socializing speech. Implications for language acquisition are discussed.

Type
Articles
Information
Journal of Child Language , Volume 3 , Issue 2 , June 1976 , pp. 221 - 245
Copyright
Copyright © Cambridge University Press 1976

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