Observed parental sensitivity during a parent–child teaching task and free‐play task was tested as mediators of the association between family socioeconomic risk and child receptive language at 48 months, consistent with family investment theory. Parents (n = 881 mothers; 624 fathers, data collected between 2006‐2008) and their 5‐month‐old children (52% male) were recruited from public health clinics in Norway. Both maternal sensitivity (measured at 24 months) and paternal sensitivity (measured at 36 months) during the teaching task mediated the association between family socioeconomic risk and child language, controlling for sensitivity during free play, which was not significantly associated with child language. Results suggest that both mothers and fathers make meaningful contributions to early language development via sensitive parenting, particularly in the context of teaching‐based interactions.

中文翻译：

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教课，学词：父母在教学过程中的敏感性独特地中介了早期家庭社会经济风险与学龄前儿童接受性语言发展之间的关联

在亲子教学任务和自由游戏任务中观察到的父母敏感性被测试为家庭社会经济风险与儿童接受语言之间关联的中介，与 48 个月时一致。父母（n = 881 名母亲;624 名父亲，2006-2008 年间收集的数据）和他们 5 个月大的孩子（52% 为男性）是从挪威的公共卫生诊所招募的。在教学任务中，母亲的敏感性 （在 24 个月时测量） 和父亲的敏感性 （在 36 个月时测量） 都介导了家庭社会经济风险与儿童语言之间的关联，控制了自由游戏时的敏感性，这与儿童语言没有显著相关性。结果表明，母亲和父亲都通过敏感的养育方式为早期语言发展做出了有意义的贡献，尤其是在基于教学的互动背景下。