Early vocabulary development: the importance of joint attention and parent-child book reading.

Farrant, Brad M; Zubrick, Stephen R

doi:10.1177/0142723711422626

Cited by 242Language Development and DisordersChild and Animal Learning DevelopmentReading and Literacy Development

Early vocabulary development: the importance of joint attention and parent-child book reading.

Farrant, Brad M, Zubrick, Stephen R·2012·First Language

DOI 10.1177/0142723711422626

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Abstract

The current study brought a bioecological approach to children’s early vocabulary development using data from the Longitudinal Study of Australian Children. Relevant data were available for 2188 children (1119 male) who had a median age of 9 months ( M = 9.3 months, SD = 2.1 months) at Wave 1 and a median age of 34 months ( M = 34.2 months, SD = 2.5 months) at Wave 2. Results support the developmental importance of joint attention and parent-child book reading as well as the argument that the effects of individual (e.g., parent) and environmental (context) characteristics are primarily indirect, mediated through their impact on proximal processes (Bronfenbrenner, 1995). The evidence indicates that joint attention and parent-child book reading are important facilitators of children’s early vocabulary development.

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Although the majority of studies have confirmed associations between parenting behaviors and child language, some studies have shown no association or weak associations.
“Although the majority of studies to date have con fi rmed associations between parenting behaviors and child language, there are some studies that have shown no association or weak associations. 22 -24”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [24]

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Exploring how Joint Attention and Parental Support Shape Early Vocabulary DevelopmentPreprint
Wengman, J., & Forssman, L. (2025) · OSF Preprints (OSF Preprints)
The relation of mother-child interaction and individual vocabulary development through joint picture-book reading
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Developmental Relationships Between Early Vocabulary Acquisition, Joint Attention and Parental Supportive Behaviors
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Joint attention and parent-child book reading
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Self-citation

Authors: Farrant, B. M., & Zubrick, S. R.
Affiliations: The University of Western Australia (AU)
ORCID: Farrant, Brad M
Zubrick, Stephen R
Venue: First Language
Publisher: SAGE Publications
Published: 2011-10-18
Volume: 32
Issue: 3
Pages: 343-364
ISSN: 0142-7237 (ISSN-L)
1740-2344
DOI: 10.1177/0142723711422626
OpenAlex: W2070793056
Cited by: 242
References: 94
Citations by year: 2026: 15 · 2025: 11 · 2024: 20 · 2023: 16 · 2022: 26 · 2021: 30 · 2020: 26 · 2019: 37 · 2018: 9 · 2017: 12 · 2016: 9 · 2015: 11 · 2014: 11 · 2013: 7 · 2012: 2
FWCI: 13.13
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: First Language (publishedVersion)
UWA Profiles and Research Repository (UWA) (submittedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: early vocabulary development, joint attention, bioecological model, child language acquisition, parent-child interaction, Longitudinal Study of Australian Children

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Early vocabulary development: the importance of joint attention and parent-child book reading.

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