Guiding language development: How African American mothers and their infants structure play interactions

This investigation explored how African American mothers and their infants at the single-word stage of development structured their play and communica ted with one another. Six mother-child dyads of low socioeconomic status (S ES) and six of middle SES were observed at play. Few group differences were found, with the majority of the differences involving language behaviors. The middle-SES dyads included language goals more often in their play. Midd le-SES infants initiated play verbally more frequently and produced over tw ice as many vocalizations as their low-SES peers. In addition, middle-SES m others used a wider variety of words when playing with their children than their low-SES counterparts. A range of play styles was found within both gr oups. These were categorized into three general play styles: mothers and ch ildren actively involved in play; mothers' involvement varied; and children actively engaged and mothers attentive.