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Entering the Dialogue Dialogic Development of Infants and Parents. Turns as Basic Patterns of the Dialogue. Research Project Horsch et al. Prof. Dr. U. Horsch. University of Education Heidelberg Germany. Background.

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Entering the dialogue dialogic development of infants and parents l.jpg

Entering the DialogueDialogic Development of Infantsand Parents

Turns as Basic Patterns of the Dialogue

Research Project Horsch et al.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Background

From the very first day of life parents are in close contact with their child and introduce both - other people and the world- to their newborn in a mutually dialogic way.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Background

Proceeding hand in hand they pass on basic dialogic competences.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Background

Our research project “Dialogic Development of Infants” addresses the broad dialogic development of parents and infants within the first 18 months of life.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Background

What is dialogical?

  • to listen to the infant,

  • to talk with him,

  • to see him as a partner,

  • to wait for his offers,

  • to take the infant seriously,

  • to practice turn-taking,

  • to negotiate,

  • to share emotions whith him …

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Entering the Dialogue

Background

  • What do we know about the dialogic competences of infants?

  • What do we know about the dialogic competences of parents?

  • What do we know about the development of theses competences?

  • When does the dialogue start ?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Questions posed in our study:

Aims

  • What signals do parents /infants send

  • How do parents/infants respond ?

  • When do parents /infants refuse to respond?

  • Which differences can be found within the groups?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Our objective is to describe the preverbal dialogues.

Aims

How do they look like?

Who starts the dialogue?

Is the infant a dialogue partner from the beginning?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Aims

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Methods

The empirical data is derived from a longitudinal study within the first 18 months of the infant’s life.

The data is collected monthly by video recording in the natural setting.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Methods

Participants in Poland Participants in the United StatesParticipants in FinlandParticipants inGermany

Participants worldwide n= 266

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Methods

  • ParticipantsGermany total: n= 111

  • normally developing infants n=73

  • infants with hearing loss n=12

  • preemies n=18

  • infants with Down-Syndrome n=8

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Methods

Computerized analyses (interact Mangold) are used for the evaluation of the data.

We study correlations among variables e.g. vocalisation and dialogic echo of the parents.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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What is the Dialogic Echo?

Video

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Methods

Analysis of vocalisation and dialogic echo

Normally developing child; Age 3 month :

Child with hearing loss; Age: 3 month after implantation :

interact/ Mangold

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Key Results

Vocalisation and Dialogic Echo (n=10)

University of Education Heidelberg Germany

Prof. Dr. U. Horsch


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What do we know about the dialogic element greeting behaviour?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Key Results

The dialogic element of greeting behaviour (parents)

  • smiles,

  • moves head up and down

  • opens eyes widely

  • says something e.g. hello, hello

  • face to face dialogue

  • eye-contact

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Key Results

How does the child answer?

  • gets into eye-contact

  • is fully concentrated

  • listens

  • stops/starts its‘ movements

  • starts vocalisation

    The dialogue starts

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Video

University of Education Heidelberg Germany

Prof. Dr. U. Horsch


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Key Results

The results demonstrate a negative correlation of greeting behaviour with the dialogic echo (r= -0.30) and the infant’s vocalisations (r=-0.34). Parents use more greeting behaviours and less dialogic echo when the infant vocalises less.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Key Results

Furthermore the greeting behaviours correlate with the use of motherese / fatherese (r=0.87). This correlation is highly significant (p= 0.0051***).

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Key Results

Another significant correlation exists between the infant’s vocalisation and the dialogic echo (r= 0.82; p=0.0126).

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Conclusions

The results demonstrate the development of the dialogic abilities of parents and children.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Conclusions

The results demonstrate the infant´s competency to enter the dialogue and to respond to certain dialogic offers.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

What are our perspectives?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

Parallel to the development of dialogic elementswe analyse the contents of important formats between parents and infants.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

Important formats between parents and infant are (e.g.):looking into picture books,finger playing, singing together,playing peekaboo…

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

Are there correlations between a higher rate of certain dialogic elements,certain formatsand the education?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

Are formats with a higher rate of dialogic elementsmore helpfulfor the development of the infant(social,cognitive,emotional)?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

Are parentswho use more dialogic elements more interested in the education of their infants?

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

It would be of interest to demonstrate the correlation of dialogic elements and education or - as we say- (in German)the correlation of dialogic elements and „Bildung“

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

It is important to know this facts for the understanding of early educational processes

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Preview

It could be important for a common research project.

Prof. Dr. U. Horsch

University of Education Heidelberg Germany


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Thank you for your attention

Prof. Dr. U. Horsch

University of Education Heidelberg Germany