Authors: Natalia Kartushina, Nivedita Mani, A. Aktan-Erciyes, K. Alaslani, N. J. Aldrich, A. Almohammadi, Haifa Alroqi, L. Anderson, E. Andonova, Suzanne Aussems, Mireille Babineau, M. D. Barokova, Christina Bergmann, Cara H. Cashon, S. Custode, A. De Carvalho, N. Dimitrova, Agnieszka Dynak, R. Farah, Christopher T. Fennell, Anne-Caroline Fiévet, Michael C. Frank, Margarita Gavrilova, H. Gendler-Shalev, S. Gibson, K. Golway, Nayeli Gonzalez-Gomez, Ewa Haman, Erin E. Hannon, Naomi Havron, J. Hay, C. Hendriks, T. Horowitz-Kraus, Marina Kalashnikova, Junko Kanero, C. Keller, Grzegorz Krajewski, Catherine E. Laing, Rebecca A. Lundwall, Magdalena Łuniewska, Karolina Mieszkowska, L. Munoz, Karli M. Nave, N. Olesen, Lynn K. Perry, Caroline F. Rowland, D. Santos Oliveira, Jeanne L. Shinskey, Alexander N. Veraksa, K. Vincent, M. Zivan, Julien Mayor
Venue: N/A
Type: Publication
Abstract: The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown perio...
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DOI:
10.34842/abym-xv34
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