Parenting Behavior and Child Language: A Meta-analysis

Abstract

In this meta-analysis of 39 samples, we synthesize the evidence on parenting behavior and the development of children’s language skills. CONTEXT: Early language development supports cognitive, academic, and behavioral success. Identifying modifiable predictors of child language may inform policies and practices aiming to promote language development. OBJECTIVE: To synthesize results of observational studies examining parenting behavior and early childhood language in typically developing samples. DATA SOURCES: Searches were conducted in Medline, Embase, PsycINFO, Web of Science, and Dissertation Abstracts (1967 to 2017). STUDY SELECTION: Studies had 1 of 2 observational measures of parenting behavior (i.e., sensitive responsiveness or warmth) and a measure of child language. DATA EXTRACTION: Data from 37 studies were extracted by independent coders. Estimates were examined by using random-effects meta-analysis. RESULTS: Two meta-analyses were conducted, which examined (1) the association between sensitive-responsive parenting and child language (k = 36; r = 0.27; 95% confidence interval: 0.21 to 0.33); and (2) the association between parental warmth and child language (k = 13; r = 0.16; 95% confidence interval: 0.09 to 21). The pooled effect size for the association between sensitive responsiveness and child language was statistically higher than that of warmth and child language. The association between sensitive responsiveness and child language was moderated by family socioeconomic status (SES): effect sizes were stronger in low and diverse SES groups compared with middle to upper SES groups. Effect sizes were also stronger in longitudinal versus cross-sectional studies. LIMITATIONS: Results are limited to typically developing samples and mother-child dyads. Findings cannot speak to causal processes. CONCLUSIONS: Findings support theories describing how sensitive parenting may facilitate language and learning.