Yes, I knew about this work and similar studies over here. The most important part of a child's life in the acquisition of knowledge is the early years term (1-3).
Build a man a fire and he's warm for a day. Set a man on fire and he's warm for the rest of his life.
But - it's strange that they surmise, as a policy implication, that the most important aspect of children's language experience is "quantity." Is that it? Isn't quality more important? If we just played voices all day on the TV, would that be better than intermittent parental connections?
Originally posted by Kalleh: But - it's strange that they surmise, as a policy implication, that the most important aspect of children's language experience is "quantity." Is that it? Isn't quality more important? If we just played voices all day on the TV, would that be better than intermittent parental connections?
The various studies I read when I was doing my Certificate of Education would indicate that the answer to your question is yes.
"No man but a blockhead ever wrote except for money." Samuel Johnson.
