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The role of the Natural History Museum in promoting language word learning for young children

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The role of the Natural History Museum in promoting language word learning for young children. / Lester, Nicola; Theakston, Anna; Twomey, Katherine E.
In: Infant and Child Development, Vol. 32, No. 2, e2400, 31.03.2023.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lester, N, Theakston, A & Twomey, KE 2023, 'The role of the Natural History Museum in promoting language word learning for young children', Infant and Child Development, vol. 32, no. 2, e2400. https://doi.org/10.1002/icd.2400

APA

Lester, N., Theakston, A., & Twomey, K. E. (2023). The role of the Natural History Museum in promoting language word learning for young children. Infant and Child Development, 32(2), Article e2400. https://doi.org/10.1002/icd.2400

Vancouver

Lester N, Theakston A, Twomey KE. The role of the Natural History Museum in promoting language word learning for young children. Infant and Child Development. 2023 Mar 31;32(2):e2400. Epub 2023 Jan 10. doi: 10.1002/icd.2400

Author

Lester, Nicola ; Theakston, Anna ; Twomey, Katherine E. / The role of the Natural History Museum in promoting language word learning for young children. In: Infant and Child Development. 2023 ; Vol. 32, No. 2.

Bibtex

@article{397494d74e6247cda59c5165d13a0950,
title = "The role of the Natural History Museum in promoting language word learning for young children",
abstract = "Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.",
keywords = "Developmental and Educational Psychology, Context, Museum, Vocabulary, Word learning",
author = "Nicola Lester and Anna Theakston and Twomey, {Katherine E.}",
year = "2023",
month = mar,
day = "31",
doi = "10.1002/icd.2400",
language = "English",
volume = "32",
journal = "Infant and Child Development",
issn = "1522-7227",
publisher = "JOHN WILEY & SONS LTD",
number = "2",

}

RIS

TY - JOUR

T1 - The role of the Natural History Museum in promoting language word learning for young children

AU - Lester, Nicola

AU - Theakston, Anna

AU - Twomey, Katherine E.

PY - 2023/3/31

Y1 - 2023/3/31

N2 - Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.

AB - Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.

KW - Developmental and Educational Psychology

KW - Context

KW - Museum

KW - Vocabulary

KW - Word learning

U2 - 10.1002/icd.2400

DO - 10.1002/icd.2400

M3 - Journal article

VL - 32

JO - Infant and Child Development

JF - Infant and Child Development

SN - 1522-7227

IS - 2

M1 - e2400

ER -