Individual differences in first language acquisition - a longitudinal study of children from 3 months to 11 years of age
The project aims to summarize 12 years of research within MINT, a longitudinal study following around 70 children from 3 months to 11 years of age. Extensive data have been collected to explore links between language development, non-verbal communication (gestures, touch, gaze), and background factors (family situation, preschool attendance, etc.). This project seeks to provide a theoretical overview of MINT, highlight individual similarities and differences among the children, and explore the questions: “What supports favorable language development?” and “What is favorable language development?”
It is commonly known that children begin to talk at slightly different ages. They also begin to walk at different ages, and the crawling stage that precedes it can look very different. In the studies of the MINT children, we have observed a wide range of differences in how and when children begin to communicate—both verbally and through gestures, gaze behavior, touch, and facial expressions.
This project aims to produce a comprehensive volume describing the children and how development across different modalities and skills connects to their language outcomes.
It is commonly known that children begin to talk at slightly different ages. They also begin to walk at different ages, and the crawling stage that precedes it can look very different. In the studies of the MINT children, we have observed a wide range of differences in how and when children begin to communicate—both verbally and through gestures, gaze behavior, touch, and facial expressions.
This project aims to produce a comprehensive volume describing the children and how development across different modalities and skills connects to their language outcomes.