It has big benefits.
A recent study from Norwegian researchers indicates that reading with your baby can significantly enhance their vocabulary, while screen time may not have the same effect. This research aligns with a new policy statement from the American Academy of Pediatrics advocating for parents to engage in reading with their young children.
The study, conducted by a team at the University of Oslo, surveyed the parents of 1,442 toddlers aged 1 and 2 about the number of words their children could say or understand. Parents also reported on their reading habits and the amount of daily screen time for their children.
The findings revealed that toddlers who were regularly read to had larger vocabularies compared to those who were not, while increased screen time was linked to a decrease in vocabulary size among 2-year-olds. Interestingly, there was no observed relationship between screen time and the vocabulary of 1-year-olds.
These results were published in the Journal of Child Language.
According to Audun Rosslund, the first author and a doctoral research fellow at the University of Oslo, “These findings indicate a connection between specific activities and language development in early childhood, supporting the recommendation to prioritize reading and consider reducing screen time for young kids.”
It’s important to note that while the study establishes a correlation between reading and vocabulary growth, it does not definitively prove that reading is superior to screen time in this regard. The researchers believe that shared reading contributes to language development in two significant ways: it exposes children to a wider range of vocabulary found in books, and it encourages interaction between parents and their children.
Additionally, excessive screen time may reduce opportunities for engaging activities that support language growth.
Rosslund’s team found that the positive relationship between reading and vocabulary development in 1-year-olds was particularly pronounced in families where the mother had less formal education, suggesting potential avenues for addressing inequalities in early language learning.
“Looking ahead, we encourage further research into how the quality of screen time may affect language development,” Rosslund added in a news release from the university.
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