1Department of Child & Family Studies, Yonsei University 2Bureau of Childcare Teacher Certification, Korea Childcare Promotion Institution 3Department of Early Childhood Education, Sahmyook University
Corresponding Author:
Yoo Jin Lee ,Tel: +82-2-3399-1573, Email: yjiee12@hanmail.net
Received: November 14, 2011; Revised: December 7, 2011 Accepted: January 11, 2012.
ABSTRACT
The purpose of this study was to examine the relationship between infants’ turn-taking and vocabulary development during a one-year longitudinal study. Participants of this study included 46 infants who participated in both of the 1st and the 2nd tests. The infants’ turn-taking frequencies were observed during mother-infant’s free play for 10 minutes. The infants’ vocabulary was investigated with MCDI-K for the 1st test and PRES for the 2nd test. The collected data were analyzed using both t-test and Pearson’s correlation. The research results were as follows: First, the turn-taking frequencies and vocabulary of infants increased with age groups. Second, there was positive relationship between the turn-taking and the receptive vocabulary in group A at T1. Third, there were significant differences in receptive vocabulary at T1 and expressive vocabulary at T2 among group A according to the infants’ turn-taking levels.
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