Abstract
Abstract Positive quality of parent-child interactions is essential for shaping a child’s language development. Many individual factors have been found to be associated with language development, but their interaction with each other and their relation with language development is still less clear. The aim of the study was to evaluate whether the quantity and quality of parent-child interactions contribute to language development and to detect the factors that would influence this interaction in different socioeconomic standards to consider them while planning the therapy program. This study included 100 parents and their children; they were attendants at the Phoniatric Unit of Kasr Al Aini Hospital, complaining of delayed language development in their children. Parents included 60 women and 40 men; their ages ranged between 21 and 43 years, with a mean age of 32.7 ± 5.5 years. The age range of the children was 27–49 months, with a mean of 38 ± 5.7 months. The parents were asked to fill in a questionnaire, which was divided into two sections (A and B). Section A described the parents’ communicative behavior and section B included basic information on the parents and their beliefs about causes and management of delayed language development. Socioeconomic status of the parents was assessed. Children included in the study were subjected to the protocol of language assessment. Results indicate that the majority of the included parents did not use effective methods to foster their child’s language acquisition, although their knowledge about language development and intervention was adequate. There was a significant positive association between the parent’s interaction score and the child’s total language age. Socioeconomic status has been shown to be a significant predictor of a child’s language outcomes. Parent-child interaction is an important variable in the development of a child’s language. Future research and intervention services should focus on increasing the quality of these interactions.
Highlights
Language development among children is a complex process that is foundational to their communication skills, school readiness, and achievements
The first 3 years are the most intensive, as this is when the brain rapidly develops and is able to learn new information. If this critical period passes without adequate interaction and opportunity for language development, it will become more challenging to accomplish the milestones as the child develops [1,2]
Understanding the ways in which parents perceive language development, difficulties, and intervention would allow speech and language therapists to be more sensitive to the needs of the families with whom they work, and would reduce the likelihood of parents misconstruing the purposes and processes involved in therapy
Summary
Language development among children is a complex process that is foundational to their communication skills, school readiness, and achievements. The first 3 years are the most intensive, as this is when the brain rapidly develops and is able to learn new information. If this critical period passes without adequate interaction and opportunity for language development, it will become more challenging to accomplish the milestones as the child develops [1,2]. Understanding the ways in which parents perceive language development, difficulties, and intervention would allow speech and language therapists to be more sensitive to the needs of the families with whom they work, and would reduce the likelihood of parents misconstruing the purposes and processes involved in therapy. Many individual factors have been found to be associated with language development, but their interaction with each other and their relation with language development is still less clear
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