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Adult versus peer input: Differences in the language of six-year-olds who have been to day care centres versus those who have been at home with an adult
Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
2011 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of this study was to find out if there were any detectable differences in the language and language use between children who had been at home with an adult, versus children who had been at day care regularly before they started school. Eight six-year-olds, four from each group, were interviewed and their answers compared to each other. The results pointed to a slight difference in word choices and sentence structure and also a greater difference in the past tense verb forms. Children with a day care background tended to discuss and interact more with their peers, though with simpler sentences and several incorrect verb forms, while the stay-at-home children used more complex sentences and had a higher rate of correct past tense verb forms. The conclusion from this study suggests that children need both adult and peer input to develop correct language and the necessary skills for interaction.

Place, publisher, year, edition, pages
2011. , 23 p.
Keyword [en]
language, language use, day care, six-year-olds, adult input, peer input
National Category
Specific Languages
URN: urn:nbn:se:miun:diva-14161OAI: diva2:431160
Humanities, Theology
Available from: 2012-03-22 Created: 2011-07-15 Last updated: 2012-03-22Bibliographically approved

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Bergelin Lavesson, Melindah
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