Insights from Father-toddler Communication via TikTok

Abstract

This qualitative study investigates the characteristics of interactions between fathers and toddlers, as well as their influence on language development. By utilizing video clips from the social media platform TikTok, this research observes and analyses fathers' responses and interactions with their toddlers. The findings indicate that fathers play a crucial role in supporting language development by engaging in conversations, expanding vocabulary, and providing emotional support. The study underscores the significance of fathers' involvement in nurturing language skills during early childhood. However, further longitudinal research is necessary to establish a definitive link between fathers' language input and toddlers' language development. Overall, this study highlights the importance of father-toddler inter actions in promoting language skills, which are essential for future educational success.

Headnote

Abstract

This qualitative study investigates the characteristics of interactions between fa-thers and toddiers, as well as their influence on language development. By utilizing video clips from the social media platform TikTok, this research observes and analyses fathers' responses and interactions with their toddiers. The findings indi-cate that fathers play a crucial role in supporting language development by engag-ing in conversations, expanding vocabulary, and providing emotional support. The study underscores the significance of fathers' involvement in nurturing language skills during early childhood. However, further longitudinal research is necessary to establish a definitive link between fathers' language input and toddiers' language development. Overall, this study highlights the importance of father-toddler interactions in promoting language skills, which are essential for future educational success.

Keywords

Father-toddler interactions; Language development; TikTok videos; Early childhood; Communication skills

1. Introduction

Early language development is a critical component of a child's overall growth, serving as a strong predictor of later literacy, academie achievement, and social success. Children's ability to communicate effectively at a young age has been linked to higher levels of school readiness and long-term educational outcomes. This early foundation in language development is pivotal for future reading comprehension, cognitive skills, and overall academie performance (Snow et al., 1998). Research indicates that oral language skills, when nurtured early, translate into improved literacy skills, positioning language development as one of the most essential aspects of early childhood education (Hoff et al., 2013).

While much of the literature on early language development focuses on maternal involvement, the role of fathers in shaping their children's linguistic abilities is an area that requires greater attention. In modern society, the traditional roles of caregivers are evolving, and fathers are increasingly stepping into more active roles in childrearing. However, despite the growing prevalence of fathers' involvement in early childhood education, their influence on language development is still underrepresented in research, particularly in the context of digital interactions and media platforms.

This paper explores the emerging phenomenon of fathers using platforms like TikTok to interact with their toddiers and how these interactions contribute to early language development. The focus on fathers is significant for several reasons. First, fathers often engage in unique styles of communication that differ from maternal language interactions, such as using more directive speech or playful, less structured language. These types of interactions can foster different aspects of language acquisition, including vocabulary expansion, conversational turn-taking, and problem-solving through language. Second, the involvement of fathers in early education has been associated with improved cognitive, linguistic, and emotional outcomes in children (Cabrera et al., 2003). The exploration of fathers' contributions to early language learning is especially important for understanding the diversity of caregiving roles and their impact on child development.

Moreover, the advent of social media platforms like TikTok offers a new lens through which to study these interactions. TikTok, a short-form video-sharing platform, has become a space where everyday parenting moments are captured and shared with a global audience. These digital snapshots provide a rich dataset to examine how modern fathers engage with their children, particularly in terms of fostering language skills. This study aims to investigate how fathers' interactions on TikTok contribute to early language development, focusing on the nature of these interactions and their implications for broader academie and developmental outcomes.

By analyzing videos of fathers engaging with their toddiers, this research hopes to provide new insights into the role fathers play in fostering language skills in the digital age. It aims to fill a gap in the literature by combining two relatively underexplored areas: the impact of fathers on early childhood language development and the use of social media as a tooi for studying real-life parenting practices. Understanding these dynamics can offer valuable information for educators, parents, and policymakers, highlighting the importance of father-child interactions in shaping a child's linguistic and cognitive development.

Language and literacy skills play a crucial role in functioning within societies. The foundation of learning to read and write lies in oral language (Snow et al., 1998). Developing strong speaking and listening skills during early childhood is essential for future reading success and academie achievement (Snow et al., 1998; Senechal, 2006). Children with profi-cient oral language skills can comprehend written text more effectively, as they have a better understanding of language sounds, word meanings, and effective communication techniques. Reading is a language-based skill and literacy learning begins by providing children with a rich language and environment during infancy (Tabors et al., 2001). Children who have strong oral language skills are better able to generate ideas, organize their thoughts, and use language effectively in their writing as well. This is because oral language skills help children develop a deeper understanding of the structure of language, the different ways to use language to express ideas, and the conventions of writing. Acquiring language allows children to articulate ideas, share them with others, and respond to the ideas and actions of other people. This process also helps them develop knowledge of the world around them, from listening and speaking to phonological awareness, alpha-betic knowledge, print awareness, comprehension, and writing.

"A great start equals a great finish," school success provides the opportunity for children to be courageous and valued in society, underscores the importance of early childhood education and school success in shaping children's future. When children are provided with a strong foundation in education and supported in their academie and personal growth, they have the potential to become courageous, self-assured individuals who are valued members of society. Ensuring that every child has the opportunity to receive a quality education is not only an investment in their future but also a step towards building a more inclusive and prosperous society.

2. Literature Review

Parents are children's first and most influential teachers. They play a critical role in shaping children's language and social-emotional development. By providing children with opportunities to interact with them and with other people, parents can help children develop the skills they need to succeed in school and in life (Raver, 2002). The first three years of life are a time of rapid development for children, including their communication and language skills. Children's communica-tive gestures and vocalizations to caregivers are early signs of communication competence, which develops over time (Hoff et al., 2013). Children's communicative gestures and vocalizations to caregivers are early signs of communication competence, which develops over time. Communication competence develops from early infancy and includes children's communicative gestures and vocalizations to caregivers (Pancsofar et al., 2010). There has been a growing body of research on the role of fathers in children's development. This is due in part to the changing roles of fathers in families, as more mothers are entering the workforce and fathers are taking on more active roles in caregiving (Hoff, 2009). This greater emphasis on fathers has been routed to, the changing roles of fathers and their children's lives, with increasing numbers of mothers in the workforce, less stereotyped roles of fathers, and increasing cultural and linguistic diversity of fathers (Cabrera et al., 2000). One study (Pancsofar et al., 2010) used a mixed-methods approach to examine the early contribution of fathers to children's language development in low-income rural families. The study found that fathers' language input and education level were both associated with children's language development. However, the study does not address the individualized fathers' interactions or language contributions without comparing and excluding the mothers. In addition, the study only included families in a low-income rural area. Families also play an important role in a child's learning and school success. They reinforce learning and represent each child's individuality for a better understanding of inclusion and recognition. Recent research has shifted from simplistic portrayals of fathers, solely focusing on their presence or absence, to a more comprehensive understanding of the diverse roles they play in the lives of children and families (Tamis-LeMonda et al., 2004).

Research indicates that social media signifïcantly influences early childhood education programs by shaping teaching practices, professional development, and parental engagement (Guy, 2024; Albin-Clark, 2022; Buchholz & Riley, 2020). With the advent of social media platforms such as TikTok, fathers now have novel opportunities to engage with their toddiers and share their parenting journeys with a broader audience, reinforcing learning and representing each child's individuality for a better understanding of inclusion and recognition (Jones & Boswell, 2023). This qualitative study delved into father-toddier interactions on TikTok, focusing on the prevalence and characteristics of playful, instructional, and affectionate interactions depicted in the videos. By utilizing a qualitative approach, the research aimed to gain deeper insights into the dynamics of these interactions and their representation on the platform. To gain a comprehensive understanding of the impact of TikTok on father-child interactions and language development, additional research is required.

This qualitative study aims to address the foliowing research questions:

(1) What are the characteristics of fathers' responses to their toddiers in TikTok videos?

(2) What are the characteristics of father-toddier interactions in TikTok videos?

The first research question asks to identify the specific behaviors and qualities that fathers exhibit when interacting with their toddiers in TikTok videos. For example, do fathers tend to be more playful, more affectionate, or more instruc-tive in their interactions? Do they use a lot of humor or physical touch? Do they seem to be enjoying themselves and their toddiers? The second research question asks to identify the overall quality of father-toddier interactions in TikTok videos. For example, are the interactions positive and playful, or are they more negative and conflict-ridden? Do the fathers seem to be engaged and responsive to their toddiers, or do they seem to be disengaged or uninterested? Some of the characteristics examined included the frequency and quality of verbal and physical, interactions, the overall tone of the interactions, and the level of engagement and responsiveness was considered. By investigating these characteristics, researchers gained a better understanding of how fathers interact with their toddiers on TikTok videos and what factors contribute to the quality of these interactions. This information could be used to develop interventions and programs to support fathers in their parenting roles.

3. Theoretical Framework

In this qualitative research, observations of interactions between fathers and toddiers, including spoken language, were conducted using TikTok video clips as the analytical foundation. As children grow and experience back-and-forth nur-turing interactions with parents, this quality relationship stimulates the children's trusting positive engagement, sense of safety, social interactions, curiosity, and concurrent language is developed (Willis et al., 2011). Children's language efforts are best supported by adult's emotional understanding, interactions through reading, conversation, and by children's social interactions with each other (Zambo et al., 2007). The acquisition of language for young children is a complex process that is learned throughout their entire lives. The theory of language acquisition posits that children learn language in a marmer similar to how they learn other skills, such as tying their shoes or counting, through repetition and reinforcement. When infants begin to babble, parents and caregivers respond with smiles, cooing, and hugs to encourage and reinforce this behaviour. Playing and working cooperatively with other children and adults help with building vocabulary, and develop emotional regulation, and social skills, which are essential for learning (Raver, 2002).

Language development in children is deeply intertwined with their individual relationships and early experiences, par-ticularly the emotional quality of these experiences (Raver, 2002). The foundation for all aspects of literacy lies in oral language (Wasik, 2006). Positive expectations and early exposure to literacy create a solid base for successful literacy development (Wasik, 2006). During early childhood, the formation of nurturing relationships plays a critical role in most aspects of learning (Riley et al., 2009). Research has demonstrated that social interaction plays a crucial role in facilitating lexical and phonological development during the early stages of child language acquisition (Yusa et al., 2017). The interactionist approach, also known as sociocultural theory, combines insights from sociology and biology to explain language development (Vygosky, 1978). According to this theory, children learn language as a means to communicate with the world around them, and language emerges through social interactions (Vygosky, 1978). Given the vulnerability of children in today's fast-paced culture, it is essential to continuously seek ways to support and nurture their unwavering en-thusiasm for learning and development. Creating an environment that fosters positive language experiences and mean-ingful interactions is crucial for promoting healthy language development and overall well-being in children.

4. Methodology

The research methodology involved gathering qualitative data through observations and transcripts of father-toddler con-versations on TikTok video clips. The data collection process utilized documentation, observation, and analysis. The interactions and conversations between fathers and toddiers were categorized based on patterns and frequency. Subse-quently, the collected data underwent coding and analysis for further examination

4.1 Data collection

The process of data collection extended over a duration of multiple weeks, encompassing the systematic compilation of observations extracted from the TikTok platform. Special emphasis was placed on video clips featuring interactions between fathers and toddiers. The searches were conducted using specific hashtags such as #child, #children, #toddler, #toddler language, #toddlers speaking, #fathers, #father-toddler conversations, and #fathers interacting with the toddier. Out of the 20 TikTok video clips initially viewed, only 10 were selected for analysis. These chosen clips featured father-toddier conversations and interactions. The videos captured diverse settings, taking place in the participants' homes at various times of the day, engaging in different activities. The fathers in the video clips predominantly spoke English and communicated with their toddiers in English during the interactions. The participants represented a variety of ethnic backgrounds, contributing to a richer understanding of the father-toddier interactions in diverse cultural contexts.

4.2 Data analysis

The TikTok video clip transcripts underwent an independent coding and analysis process to assess father-toddler language skills and interactions. Each conversation and interaction between fathers and toddiers was meticulously coded and de-scribed. For the coding process, both deductive coding, based on pre-defined categories of fathers' language use and interactions aimed at enhancing the toddiers' understanding of words and sentences, and inductive coding, derived from the observed behavior and language during their conversations, were utilized.

The coded transcripts were then compared, and similar data were grouped together under specific sub-categories, focusing on language skills and observable interactions. Language skills were further categorized into subcategories such as vocabulary, sentences, grammar, and understanding. The interactions were divided into descriptive themes that captured the observed patterns and behaviors during the father-toddler interactions. This comprehensive coding and analysis approach allowed for a detailed examination of the language development and interactions between fathers and toddiers in the TikTok videos.

4.3 Trustworthiness

To establish trustworthiness and credibility in this qualitative research, several measures were implemented to ensure the accuracy of the coding and transcription process. Firstly, all collected data was transcribed, and each transcript was thor-oughly reviewed for accuracy after the initial transcription was completed. Subsequently, the final transcripts were cross-referenced with the original TikTok video clips to verify their fidelity. The next step involved coding the transcripts, and to enhance reliability, the coding process was validated through a series of checks and comparisons. The transcripts underwent multiple rounds of coding and rechecking, and the second coding cycle was compared with the initial one. Any discrepancies or inconsistencies were addressed, and the coded transcript was revised to ensure accuracy and consistency. By employing these rigorous methods, the research findings were strengthened and triangulated, leading to a robust and dependable qualitative analysis. The process of cross-checking, validating, and revising the coded data contributed to the overall trustworthiness of the research outcomes.

5. Findings

The analysis focused on observing father-toddler conversations and interactions and found that communication and language skills play a pivotal role in literacy learning. The toddiers' language development rate can be influenced by the quality and quantity of interactions they have with their fathers in their environment. The fathers played an active role in guiding and facilitating communication through play engagement and supportive interactions. They demonstrated active listening by asking questions, providing additional information, and encouraging the toddiers to enhance their communication skills.

5.1 Vocabulary and categories of words

Most fathers used a wide range of simple exact words in communicating with their toddiers, for example, they would name objects in actions and use descriptive words. The fathers in the study used a diverse range of simple and precise words when communicating with their toddiers. For instance, they would label objects and actions and incorporate descriptive words. Some fathers engaged in verbal play with their toddiers by playfully repeating the child's words and using rhyming words. Additionally, the fathers-initiated conversations about various topics, including the child's feelings and intentions, in addition to naming objects and actions.

During conversations with their toddiers, the fathers employed a back-and-forth exchange of sounds, repeating what the child said and encouraging the toddier to respond again. They expanded on the toddler's expressions by adding more words and ideas. For example:

Toddier - "Juice" Father- "Grapejuice?"

In this interaction, the father provided a specific name for the fruit juice, enabling the toddier to learn about different types of fruit juice flavors. This introduction to a new word contributes to enriching the toddler's vocabulary. The father gave a name to the fruit juice, so the toddier could learn how to differentiate between fruit juice flavors. This new word will help increase the toddler's vocabulary. During the father-toddier interactions, most toddiers used a lot of nouns - for example, "baby," "friend", and "car".

Father - "Bela am I your friend?"

Toddier - "No you dada"

Father - "I am not your friend?"

Toddier - "No you dada"

Father - "But dad can be your friend too?"

Toddier - "Nooo!" (Toddier seems irritated) "You dada"

Father - "Ok, I am dada"

The toddier also used a pronoun - for example, "you." The father responded using another pronoun "I." This back-and-forth conversation encourages the toddier to engage in a flow of information and helps practice language skills. Even though the father realized that the toddier continued to respond to the same sentence over and over, and with the third response, the father decided not to ask the same question because the tone of the toddler's voice changed and then the father agreed with the toddier. Here, the father provided emotional support in agreeing with the toddier. One toddier used verbs - for example, "play," and "go", see examples below:

Father - "Dada is going to go and take a shower"

Toddier-"Me goto?"

Father - "Just dada"

Toddier - "No!" (Toddier starting to cry) "Me go to?"

Father - "Ok, how about Kaylee takes a bath first?"

Toddier - She smiles, her father grabs her hand to go upstairs.

Throughout this conversation and actions, the father was genuinely interested and attentive to the toddler's behavior and foliowed with questions to ensure that the toddler's needs were met. In addition, the toddier used the word "me" while using a question inflection. Some toddiers used adjectives or descriptive words - for example, "wet," "sore", as in the following examples.

Father - "Is Jackson ready for nis tattoo?"

Toddier-"Yea"

Father - "Let me put some water on it"

Toddier - "Otay" "It wet, done?"

Father - "Not yet. Let me get a towel to dry the water" (the father taps on the tattoo paper on the toddler's arm

with the towel)

Toddier - "Done? Me see?"

Father - "Almost done. A few more minutes, ok"

Toddier-"Otay"

Father - "Let's see" (Father removes the paper over the tattoo). "Wow look how cool"

Toddier - " A shark" (the toddier seems excited and smiles)

Father - "What color is the shark?"

Toddier - " A bew shark"

Father - "Yes, a blue shark"

This observation provided compelling evidence of a strong connection between the father and the toddier. It was evident that the toddier thoroughly enjoyed being in the father's company. The father demonstrated nis attentiveness by kneeling at the toddler's eye level, maintaining physical proximity, and creating a comfortable environment for the child. The toddler's excitement was evident when he noticed the tattoo on nis arm, further reinforcing the positive father-toddier relationship. In addition, some toddiers exhibited the use of location words, demonstrating their understanding of spatial concepts such as prepositions "in" and "on."

Father- "Where is Lita's fork?"

Toddier - "I doono"

Father - "You don't know?"

Toddier - "Yeah, I canno see"

Father - "You cannot see it?"

Toddier - "I canno see"

Father - "Keep looking"

Toddier - "Otey, I see"

Father - "You found it?"

Toddier-"Yeah"

Father - "Where was it"

Toddier - "In cup"

Father - "In your cup"

Toddier-"Yeah"

Father - "Are you going to eat with it"

Toddier-"Yeah"

The father displayed patience as he attentively listened, asked questions, and responded to nis toddler's expressions during their small talk. He actively extended the conversation and introduced new words to help enrich the toddler's vocabulary and language skills. This engagement between the father and toddier fosters a strong connection and bond, laying the foundation for the toddler's future learning and communication development.

5.2 Sentences and grammar

In the early stages of language development, most toddiers begin forming sentences with two to three words. These sentences often convey simple requests or expressions of needs. For instance, a toddier might say, "Daddy give me ball" or "Me can get." In response, fathers play a crucial role in supporting their language development by engaging in respon-sive and interactive conversations. By restating and expanding on the toddler's sentences, fathers help enrich their vocabulary and understanding of grammar. For example, when the father responds with, "You want me to give you the ball?" he not only acknowledges the toddler's request but also models proper sentence structure and vocabulary use. This back-and-forth interaction nurtures the toddler's language skills and lays the foundation for more complex language development in the future. Most toddiers use two-to-three-word sentences - for example,

Toddier - "Daddy give me ball" or "Me can get" Fathers - "You want me to give you the ball?"

A few used words with the "-ing" ending in their sentences. For example:

Father - "Daddy is going to work now. Give me hugs Nina."

Toddier - "Me going"

Father - "No, you can't come to work with daddy."

Toddier - "Me going." (She pulls her shoes out and tries to put them on)

Father - "Nina, you have to stay home"

Toddier - "Me going daddy" (Toddier starts to cry)

Father - "It's ok Nina" (Father hugs his toddier). "I will be back home later, and we can watch your favorite

movie"

Toddier - "Otey" "Me going"

Father - "No, you can't come but we will watch your movie later. Ok! Give me hugs"

Toddier - "Otey, Luv you daddy"

Father - "I love you too"

The father demonstrated empathy by acknowledging and accepting nis toddler's feelings and emotions. He offered comfort and support by hugging her, helping her navigate through her emotions. The conversation had an emotional tone, allowing the toddier to express her feelings openly, while the father provided a safe space for her to react to her emotions. He consoled the toddier with a positive statement, assuring her that they would engage in an enjoyable activity together. This interaction reinforces the father's role as a nurturing and understanding caregiver, fostering a sense of security and trust in the father-toddier relationship.

5.3 Toddiers' understanding

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While speaking, some toddiers may omit the ending sounds, and many use speech sounds. However, they may struggle with certain difficult sounds like [1, r, s, sh, ch, y, v, z, and th]. Despite these challenges, their fathers are still able to understand most of what they say. Additionally, some toddiers demonstrate their comprehension by following one-step or two-step instructions, such as "Piek up the ball and roll it back to me." Moreover, most toddiers are capable of answer-ing "who," "what," and "where" questions posed by their fathers. This shows the progress they are making in their lan-guage development and their ability to communicate effectively with their fathers - for example:

Father - "Who am I?" (father points at himself)

Toddier "Dada"

Father - "What color is your cake pop?" (the father points at the cake pop)

Toddier-"Pink"

Father - "Where is Bela's hat?" (the father points to her head)

Toddier - "On my head"

The father encouraged his toddier to use language. He encouraged his toddier to develop a response as a part of the dialogue while interacting in a verbal conversation. The father assisted and helped the toddier understand the questions by simplifying them and using simple words in the context. The father listened attentively to her responses before asking another question. Give his toddier time to think and respond.

Most toddiers repeated sentences and expressed ideas and feelings rather than just talking about the world around them. They spoke in turn, and mostly in a short conversation with their fathers. For example:

Toddier - "I go Walmart"

Father - "And what did you get at Walmart?"

Toddier-"Candy"

The father supported the toddler's speech and ideas by responding and asking questions. The father set the stage in providing the flow of a simple conversation to be foliowed and understood by the toddier. Father-toddler interactions and language development in early childhood can be influenced by various cultural and socioeconomic factors. Different cultural communication styles and norms may shape how fathers engage in conversations with their toddiers. Language exposure and bilingualism in diverse households can impact language proficiency in children. Cultural attitudes towards fatherhood and parenting practices may affect fathers' involvement in language-rich activities. Moreover, socioeconomic status, work-family balance, and access to community support networks can also play a role in the quality and quantity of father-toddler interactions. Understanding these influences is crucial for promoting effective father-toddler communication and fostering language development in young children across diverse cultural and socioeconomic backgrounds.

6. Potential Cultural and Socioeconomic Influences on Father-Toddier Interactions and Language Development

Communication Styles and Norms: Different cultures may have varying communication styles and norms that can influence father-toddler interactions. For example, some cultures may emphasize direct communication, while others may prioritize indirect communication. These cultural differences can affect how fathers engage in conversations with their toddiers and how language is used and interpreted within the family context.

Language Exposure and Bilingualism: The language(s) spoken in the home and the level of exposure to different lan-guages can impact father-toddler interactions and language development. In bilingual households, fathers may use multiple languages while interacting with their toddiers, which can influence language proficiency and language switching patterns in children.

Parenting Practices and Roles: Cultural norms and values regarding parenting practices and roles can also influence father-toddler interactions. In some cultures, fathers may play a more active and involved role in caregiving and language interactions, while in others, traditional gender roles may limit fathers' involvement in these activities. Education and Socioeconomic Status: Fathers' educational background and socioeconomic status can have implications for their language use and communication styles with their toddiers. Higher-educated fathers may use more complex language and engage in more intellectually stimulating conversations, which canpositively impact language development. Work and Family Balance: Socioeconomic factors, such as work schedules and economie stressors, can influence the amount of time fathers spend interacting with their toddiers and engaging in language-rich activities. Economie pressures may impact the quality and quantity of father-toddler interactions, which can, in turn, affect language development. Parental Stress and Mental Health: Cultural and socioeconomic factors can also influence parental stress and mental health, which may indirectly impact father-toddler interactions. High levels of stress or mental health challenges can affect fathers' ability to engage with their toddiers in meaningful and responsive ways.

Cultural Attitudes Towards Fatherhood: Cultural attitudes and beliefs about fatherhood can shape fathers' perceptions of their role in their child's language development. In cultures that prioritize paternal involvement and emphasize the importance of fathers' contributions to child development, fathers may be more motivated to engage in language interactions with their toddiers.

Community and Support Networks: The availability of support networks and community resources can impact father-toddler interactions and language development. Access to parenting classes, early childhood programs, and support groups can provide fathers with the tools and knowledge to foster language skills in their toddiers.

Cultural Stereotypes and Expectations: Cultural stereotypes and societal expectations about gender roles and fatherhood can influence fathers' behaviors and interactions with their toddiers. Fathers may feel pressure to conform to traditional norms, which can impact their involvement in language-rich activities.

It is essential to recognize and understand these cultural and socioeconomic influences to support fathers in engaging effectively with their toddiers and promoting language development. Emphasizing culturally responsive parenting ap-proaches and providing resources tailored to diverse communities can contribute to positive outcomes for language development in young children. Additionally, addressing socioeconomic disparities and providing support to families facing economie challenges can help create more equitable opportunities for language enrichment in early childhood.

7. Discussion

The study examined through observations of TikTok videos the contributions of fathers during interactions to toddiers' communicative skills and language development and found that the father has an impact on the toddier's language development through father-toddler interactions. The fathers showed support based on the individual needs of the toddier by taking the opportunities during their toddiers' daily life or routines to provide teachable moments of language while interacting. The fathers took the role of providing learning opportunities, guiding learning experiences, and providing teachable moments to their toddiers through labelling and naming objects, people, actions, and feelings; describing what they were doing (self-talk) and what the child was doing (parallel talk); expanding by adding more information to the words the toddier used and stretching out the phrase or sentence; extending the conversation to keep the toddier engaged; foliowing the toddiers lead in the interaction and play; providing feedback by clarifying, encouraging and interpreting what is being spoken about; asking questions to help the toddier to seek an answer to direct attention, expand or elaborate on the conversation; scaffolding by building on what the toddier already knows; discussing by engaging in conversation, listening. Talking and responding; and instructing by modelling, prompting, asking questions, and participating in the conversation. The paper explores an important and relevant topic regarding the impact of father-toddler interactions on language development in early childhood. The use of TikTok video clips as a data source is novel and provides a unique insight into real-life interactions between fathers and their toddiers. The study is well-structured and presents a clear methodology for data collection and analysis, ensuring credibility and trustworthiness.

It is true that many Asian and Hispanic cultures traditionally emphasize maternal involvement and responsibility in a child's academie and social development. This emphasis on maternal roles is deeply rooted in cultural norms and historical practices. While it is essential to acknowledge these cultural patterns, it is essential to remember that cultural attitudes and practices can evolve over time, and there is significant diversity within each culture. In many Asian cultures, there has been a historical emphasis on hierarchical family structures, where the father is seen as the primary breadwinner and authority figure, while the mother is often regarded as the primary caregiver responsible for the child's upbringing. This

division of roles has led to the perception that fathers are less involved in child-rearing and education Similarly, in many Hispanic cultures, traditional gender roles often depict mothers as the nurturing and protective caregivers, while fathers are seen as providers.

While these cultural influences are significant, it is important to note that attitudes and practices are changing. Many modern Asian and Hispanic families are adapting to new societal norms, influenced by factors such as globalization, urbanization, and education. Additionally, research has shown that involved fathers have a positive impact on their chil-dren's academie and social development. As a result, there is a growing recognition of the importance of paternal involve-ment in child-rearing and education in these cultures.

To encourage greater paternal involvement in child development, it is crucial to promote awareness and education around the benefits of engaged fatherhood. Providing resources and support for fathers to participate in their children's academie and social activities can also be helpful. By breaking down traditional gender norms and fostering an environment that values active fatherhood, we can enhance father-toddier interactions and positively impact language development in children from diverse cultural backgrounds.

The findings provide valuable insights into the various characteristics of father-toddler interactions and their impact on language development. The paper highlights the significance of fathers engaging in meaningful conversations, expanding vocabulary, and providing emotional support to foster language skills in toddiers. This information is essential for educa-tors, parents, and policymakers interested in promoting early language development.

However, there are some limitations to consider. The use of TikTok videos, while providing authentic interactions, may not capture the full range of father-toddler interactions. The small sample size of the videos used for analysis could also limit the generalizability of the findings. Additionally, the lack of information on the toddiers' baseline language skills or progress makes it challenging to establish a direct link between fathers' language input and toddiers' language development.

In conclusion, the paper offers valuable insights into the role of fathers in supporting language development in toddiers through interactions. The use of TikTok videos provides a unique and authentic perspective on these interactions. While the study is well-executed and contributes to the existing literature, further research with larger and more diverse samples would strengthen the generalizability of the findings. Overall, the paper has the potential to inform early childhood education practices and policy decisions aiming to foster language skills and school readiness in young children.

8. Conclusion and Implications

This study adds to the expanding research on the significance and influence of father-toddler interactions on early development. Prior to this, limited studies with robust methodologies have explored the role of father-child interactions in children's language development (Pancsofar et al., 2010). These studies have revealed that across various father-child dyads, positive and high-quality father interactions during the toddier years contribute to more advanced language development by the age of triree (Pancsofar et al., 2010).

In the realm of research theory, the interactionist theory emphasizes that fathers play a significant role in influencing child language development through proximal processes, specifically father-child language interactions (Bronfenbrenner, 2009). This theory aligns with language acquisition theories, suggesting that the nature of father-child interactions canbe linked to language development and acquisition (Pancsofar, 2010). As observed in the TikTok video clips fathers may contribute to their toddier's language development through their interactions, education, and voice. Nevertheless, as-sessing the fathers' impact on toddier language development based solely on TikTok video clips presents challenges since no data on the toddiers' vocabulary level or language progress was available. To establish a potential link between fathers' language input and toddier language development through interactions, longitudinal research with continuous observa-tions would be necessary following the father-toddler interactions and conversations.

The research on father-toddler interactions and language development has important practical implications for parents and caregivers who play a significant role in fostering language skills in young children. Here are some recommendations based on the findings of the study:

Promote Engaging Conversations: Encourage parents and caregivers to engage in meaningful conversations with their toddiers. This includes asking open-ended questions, actively listening to their responses, and providing feedback and encouragement. Engaging in back-and-forth dialogues with toddiers helps build their vocabulary and language com-prehension.

Use Descriptive Language: Encourage parents to use descriptive language while interacting with their toddiers. De-scribing objects, actions, and feelings helps expand the child's vocabulary and understanding of the world around them. For example, instead of saying "Here's your toy," parents can say, "Here's your colorful, shiny toy car."

Respond to Toddler's Initiatives: Encourage parents to respond promptly and positively to their toddler's attempts at communication, even if their speech is still developing. Responding to gestures, babbling, and single words encourages toddiers to continue their efforts to communicate and reinforces their language development.

Read Aloud and Storytelling: Reading books aloud and telling stories are excellent ways to exposé toddiers to new words and language patterns. Parents can choose age-appropriate books with colorful illustrations to keep their child engaged and interested. Additionally, they can ask questions about the story to promote comprehension and critical thinking.

Create Language-Rich Environments: Parents and caregivers can create language-rich environments by labeling objects, actions, and emotions in the child's surroundings. Pointing out everyday objects, colors, shapes, and sounds helps build vocabulary and language skills naturally.

Use Play and Daily Routines: Incorporate language development into playtime and daily routines. During play, parents can use descriptive language, encourage imaginative play, and introducé new words related to the play activities. Daily routines, such as bath time and mealtime, can become opportunities for language interactions and learning.

Limit Screen Time: Limiting screen time and promoting face-to-face interactions are crucial for language development. While technology can have some educational benefits, it should not replace real-life interactions, which are essential for language learning.

Encourage Fathers' Involvement: Fathers should be encouraged to actively participate in their child's language development. The study highlights the positive impact of father-toddler interactions on language skills. Encouraging fathers to spend quality time with their toddiers and engage in language-rich activities can have long-lasting benefits.

Celebrate Efforts: It is important to celebrate and acknowledge a toddler's language efforts and progress. Encourage-ment and praise can boost a child's confidence and motivation to communicate.

Seek Professional Support: If parents or caregivers have concerns about their child's language development, they should seek support from pediatricians, speech-language pathologists, or early childhood educators. Early intervention can address language delays and ensure that children receive the support they need to thrive.

In conclusion, promoting language development in young children is essential for their overall cognitive, social, and academie growth. The research on father-toddler interactions underscores the critical role parents and caregivers play in fostering language skills. By incorporating engaging conversations, storytelling, reading, and language-rich environments into daily interactions, parents can create a nurturing environment that supports their child's language development. Encouraging fathers' active involvement in language interactions is particularly important, as it can have a positive impact on a child's language skills and overall development.

References

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