[Source: Science Daily]
Young children readily learn words from their parents, grandparents, and child care providers in live conversations, but learning from video has proven more difficult. A new study questioned why and found that it’s the responsiveness of the interactions that’s key: When we respond to children in timely and meaningful ways, they learn — even when that response comes from a screen.
The study, by researchers at the University of Washington, Temple University, and the University of Delaware, appears in the journal Child Development.
Three dozen 2-year-olds were randomly assigned to learn new verbs in one of three ways: training with a live person, training through video chat technology such as Skype that allows audio and video interaction via screen between users at different locations, and watching a prerecorded video of the same person instructing a different child who was off screen and thus out of synch with the child in the study.