Comparative Study of the Effects of Early Deprivation on Speech Development

Abstract

Many studies of the effects of early deprivation on children's subsequenl development indicate that various aspects of speech are most seriously affected. This evidence has been reviewed elsewhere (1, 2 ) . The present investigation aimed at a quantitative and qualitative analysis of the differences in speech development between pre-school children in residential care and those living with their own families. They were matched for age, sex, intelligence, and home background. To eliminate the complicating influence of mental dullness, only children of at least average ability were chosen. After screening, a sample of 18 matched pairs was studied. Answers to four questions were sought. ( a ) Are preschool children in care retarded in language development? ( b ) If so, are all aspects equally affected and in what ways? ( c ) Even if retarded, is speech nevertheless developing along normal lines? ( d ) Are there any differences between the two groups of children in the use of speech for social intercourse? Each group consisted of 10 boys and 8 girls. The mean age of the nursery school children (Group N) was 4 yr., 4 mo., the mean IQ 120; the mean age and 1Q of the children in residential nurseries (Group R ) were 4 yr., 6 mo.. and 113. Firstly, two . . . . . formal aspects of speech, vocabulary and sentence structure, were studied both under spontaneous and controlled conditions. Secondly, the children's ability to understand and to express themselves in simple sentences in response to both structured and unstructured test items was assessed. Thirdly, spontaneous and undirected verbal expression was studied by recording the children's conversations during periods of free play, supplemented by observation of the accompanying behaviour. Wherever quantitative comparison was possible, Group N was found to be in advance of Group R, the differences ranging from 5 to 15 mo. Despite this retardation in the formal aspects of language, the speech development of Group R seemed nevertheless to be progressing along normal lines. Some suggestive qualitative differences were also found. Most marked were verbally expressed attitudes toward both adults and contemporaries. Group R were more anxious to be with and speak to the investigator, and adult attention was actively sought instead of being accepted in a matter of fact way. At the same time the children in Group R spoke less of themselves or their belongings. Group N not only showed more cooperative play activities but also used speech to a greater extent in social contacts with contemporaries and in phantasy play. Although there was considerable overlap in the achievement of the two groups, our evidence confirms that there is some retardation in the language skills of pre-school children in care.