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Cengiz, Özge 2016. The Effect of Socioeconomic Status on Parents’ Dialogicality. Creative Education, Vol. 07, Issue. 04, p. 676.
Fine, Cordelia and Rush, Emma 2016. “Why Does all the Girls have to Buy Pink Stuff?” The Ethics and Science of the Gendered Toy Marketing Debate. Journal of Business Ethics,
Çakır, Hamide 2016. Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time. Creative Education, Vol. 07, Issue. 04, p. 574.
Duursma, Elisabeth 2016. Who does the reading, who the talking? Low-income fathers and mothers in the US interacting with their young children around a picture book. First Language, Vol. 36, Issue. 5, p. 465.
Endendijk, Joyce J. Groeneveld, Marleen G. Bakermans-Kranenburg, Marian J. Mesman, Judi and Christiansen, Hanna 2016. Gender-Differentiated Parenting Revisited: Meta-Analysis Reveals Very Few Differences in Parental Control of Boys and Girls. PLOS ONE, Vol. 11, Issue. 7, p. e0159193.
Altınkamış, N. Feyza Kern, Sophie and Sofu, Hatice 2014. When context matters more than language: Verb or noun in French and Turkish caregiver speech. First Language, Vol. 34, Issue. 6, p. 537.
Lovas, Gretchen S. 2011. Gender and patterns of language development in mother-toddler and father-toddler dyads. First Language, Vol. 31, Issue. 1, p. 83.
Lindsey, Eric W. Cremeens, Penny R. and Caldera, Yvonne M. 2010. Gender Differences in Mother-toddler and Father-toddler Verbal Initiations and Responses during a Caregiving and Play Context. Sex Roles, Vol. 63, Issue. 5-6, p. 399.
TULVISTE, TIIA MIZERA, LUULE DE GEER, BOEL and TRYGGVASON, MARJA-TERTTU 2010. Cultural, contextual, and gender differences in peer talk: A comparative study. Scandinavian Journal of Psychology,
Bergen, Doris Hutchinson, Kathleen Nolan, Joan T. and Weber, Deborah 2009. Effects of Infant-Parent Play With a Technology-Enhanced Toy: Affordance-Related Actions and Communicative Interactions. Journal of Research in Childhood Education, Vol. 24, Issue. 1, p. 1.
Burns, Annabel and Radford, Julie 2008. Parent—child interaction in Nigerian families: conversation analysis, context and culture. Child Language Teaching and Therapy, Vol. 24, Issue. 2, p. 193.
Pancsofar, Nadya and Vernon-Feagans, Lynne 2006. Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology, Vol. 27, Issue. 6, p. 571.
Clearfield, Melissa W. and Nelson, Naree M. 2006. Sex Differences in Mothers' Speech and Play Behavior with 6-, 9-, and 14-Month-Old Infants. Sex Roles, Vol. 54, Issue. 1-2, p. 127.
Ray, Sharon A. 2006. Mother-Toddler Interactions During Child-Focused Activity in Transitional Housing. Occupational Therapy In Health Care, Vol. 20, Issue. 3-4, p. 81.
Stennes, Leif M. Burch, Melissa M. Sen, Maya G. and Bauer, Patricia J. 2005. A Longitudinal Study of Gendered Vocabulary and Communicative Action in Young Children.. Developmental Psychology, Vol. 41, Issue. 1, p. 75.
Lanvers, U. 2004. Gender in discourse behaviour in parent-child dyads: a literature review. Child: Care, Health and Development, Vol. 30, Issue. 5, p. 481.
Ryckebusch, Céline and Marcos, Haydée 2004. Speech acts, social context and parent-toddler play between the ages of 1;5 and 2;3. Journal of Pragmatics, Vol. 36, Issue. 5, p. 883.
Leaper, Campbell 2000. Gender, affiliation, assertion, and the interactive context of parent–child play.. Developmental Psychology, Vol. 36, Issue. 3, p. 381.
The language of mothers and fathers to their toddler sons and daughters at play with three different types of toy was analysed for both sentence types and structural elements. Two of the play contexts, dolls and vehicles, were highly sex-role stereotyped, and the third, shape sorters, was neutral. Few differences in speech were found as a function of either parent or child gender. Each of the three play contexts, however, elicited its own language pattern. With dolls, parental speech was characterized by a relatively large amount of language and a frequent use of questions and nouns, especially by contrast with vehicle play, which involved little language. Play with shape sorters elicited a high proportion of directives and attentionals and a relatively low variety in language. These results suggest that children who play frequently with dolls may receive more opportunities to learn and practise language than do children who select other toys for play. In this way early toy preferences may contribute to differential socialization by parents.
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