title: Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare.
abstract: This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children's gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys' and girls' early vocabulary in different ways.
authors.affiliation: Department of Children and Child Care, German Youth Institute, Munich, Germany.
authors.forename: M
authors.initials: M
authors.lastname: Stolarova
authors.affiliation: Department of Psychology, New York University, New York City, NY, USA.
authors.forename: A A
authors.initials: AA
authors.lastname: Brielmann
authors.affiliation: Department of Psychosomatic Medicine, Kantonssital St. Gallen, St. Gallen, Switzerland.
authors.forename: C
authors.initials: C
authors.lastname: Wolf
authors.affiliation: Department of Linguistics and Zukunftskolleg, University of Konstanz, Konstanz, Germany.
authors.forename: T
authors.initials: T
authors.lastname: Rinker
authors.affiliation: Department of Family Relations and Applied Nutrition, University of Guelph, Canada.
authors.forename: T
authors.initials: T
authors.lastname: Burke
authors.affiliation: Department of General Linguistics, University of Tübingen, Tübingen, Germany.
authors.forename: H
authors.initials: H
authors.lastname: Baayen
keywords: ELAN; bilingual development; conceptual processing; early childhood education; gender similarities; language development; vocabulary acquisition