Social
interactions constructed by the mother will provide more
opportunities for secure attachment to form and language learning
to thrive. Scaffolding is a common method used by caregivers to
share language with their children. In social interactions the
caregiver demonstrate small bits of language and allow the child to
absorb and respond, while offering any needed support.
Conversations is driven by the caregiver and essential in routine
and games, such as scripted play like tea parties. The mother and
child will take turns talking, with the mother typically prompting
further discussion (Bloom et al., 1996). Routine joint picture book
readingis an
effective tool in scaffolding. Time together builds up a foundation
for a conversational
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It remains to
be fully determined whether this distinction it due to gender or
due to the fathers stereotypical role as a secondary caregiver
after the mother. In one study (Zauche et al., 2016), results
showed that children who rated average for language development
were five times more likely than children who scored below average
to have a father who displayed positive affect and was responsive
in interactions. Another studied reference by Zauche (et al., 2016)
high involvement from the father correlated with an average
increase of 6 IQ points in children. In two studies looking at
fathers responsiveness to toddlers, high responsiveness was able
to predict higher communicative skills and more advanced cognitive
and language abilities (Tamis-LeMonda et al., 2014). This positive
influence can come through in multiple ways, including direct
contact with the child or providing resources, as the father is
often equated to the main source of income, to facilitate language
learning, such
as books and opportunities for a good
education.
Many studies show similarities between mothers and fathers in the
number of turns in interactions, use of infant directed speech,
length of utterance, topics discussed (Tamis-LeMonda, Baumwell
& Cabrera, 2013). In an experiment including 12
mother-father-child triads (Golinkoff & Ames, 1979), the three
way free play interactions showed the mothers taking twice as many
turns to speak as the fathers. However, during one on one free play
interactions with their child, mothers and fathers produced equal
amounts of speech. Infant directed speech was also utilized by each
parent in both
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