{"id":651,"date":"2026-02-26T12:54:19","date_gmt":"2026-02-26T12:54:19","guid":{"rendered":"https:\/\/wp.lancs.ac.uk\/all\/?p=651"},"modified":"2026-02-26T12:54:19","modified_gmt":"2026-02-26T12:54:19","slug":"new-paper-on-toddlers-communicative-intentions","status":"publish","type":"post","link":"https:\/\/wp.lancs.ac.uk\/all\/2026\/02\/26\/new-paper-on-toddlers-communicative-intentions\/","title":{"rendered":"New paper on toddler&#8217;s communicative intentions"},"content":{"rendered":"<p>Our newly published paper on active learning and communication in infants and toddlers is now in Infancy journal: <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/infa.70072\">https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/infa.70072<\/a><\/p>\n<p>Led by Didar, this research\u00a0documented how toddlers in the second year of life actively initiate\u00a0interactions with their caregivers through different gestures (reach, point, give, hold out) and do so to meet a range of communicative goals, such as sharing interest, attention, or emotion, requesting an object or an action, seeking information or help, and even giving information. In sum, 1-2-year-olds communicate with others with increasingly complex intentions: to actively share, seek and transmit information to learn about the world.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Our newly published paper on active learning and communication in infants and toddlers is now in Infancy journal: https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/infa.70072 Led by Didar, this research\u00a0documented how toddlers in the second year of life actively initiate\u00a0interactions with their caregivers through different gestures (reach, point, give, hold out) and do so to meet a range of communicative goals,&hellip; <a href=\"https:\/\/wp.lancs.ac.uk\/all\/2026\/02\/26\/new-paper-on-toddlers-communicative-intentions\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">New paper on toddler&#8217;s communicative intentions<\/span><\/a><\/p>\n","protected":false},"author":800,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-651","post","type-post","status-publish","format-standard","hentry","category-uncategorized","without-featured-image"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/posts\/651","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/users\/800"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/comments?post=651"}],"version-history":[{"count":1,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/posts\/651\/revisions"}],"predecessor-version":[{"id":652,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/posts\/651\/revisions\/652"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/media?parent=651"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/categories?post=651"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/all\/wp-json\/wp\/v2\/tags?post=651"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}