Language development in children's natural environments: People, places, and things.

Language development is critical for children's life chances. Promoting parent-child interactions is suggested as one mechanism to support language development in the early years. However, limited evidence exists for a causal effect of parent-child interactions on children's language development. Data from the Language in Little Ones study, an Australian prospective birth cohort study (n = 296), was used to determine the sustained effect of parent-child interactions over time on children's language development at 36 and 48 months, measured using the Clinical Evaluation of Language Fundamentals Preschool-2 (CELF-P2) language assessment. Marginal structural models and inverse probability of treatment weights were used to allow observational data to emulate a randomised controlled trial by accounting for time-varying exposures and confounding. These results were then used to estimate the effect of several hypothetical scenarios where the exposure was fixed for the whole population at different levels (5th, 25th, 50th, 75th and 95th percentile) across the observed distribution of parent-child interactions. Findings supported a causal effect of parent-child interactions from 6 to 36 (or 48) months on children's language development at 36 and 48 months, in a population of children without language impairment. The counterfactual language score at 48 months increased from 97.21 (95% CI 96.86, 97.56) for the scenario fixed at the 5th percentile to 102.15 (95% CI 101.80, 102.50) at the 50th percentile and 111.41 (95% CI 111.06, 111.76) at the 95th percentile. Although the effects of parent-child interactions on later language were small they do offer one mechanism to support early language development. These findings are discussed within the context of existing interventions to highlight the value of investment into sustained, universal prevention efforts for supporting early language. What is already known on the subject Promoting parent-child interactions within the home environment has been previously suggested as one mechanism to support children's early language development. Nonetheless, there is a lack of causal evidence and long-term follow-up to support this claim. What this paper adds to the existing knowledge The effect of parent-child interactions throughout the early years on children's language development is explored using causal inference methodology within an Australian prospective birth cohort study. Findings show a small causal effect of increasing parent-child interactions on children's language development at 36 and 48 months, after controlling for time-varying exposures and confounders. What are the potential or actual clinical implications of this work? This highlights the value of sustained, universal early intervention, which encourages back-and-forth parent-child interactions, as early as possible. Practitioners who work with parents and carers in the first year of a child's life should promote the importance of talking and interacting with their child to improve later language outcomes.

Teachers as the main actors in schools can have an optimal effect on children's language development. Language is a human tool for communicating with other humans. Teacher stimulation in child development needs to be considered in each method of giving it because it will have an impact on the child's life in the future. The aim of this research is to examine and determine the role of teachers in stimulating children's language development in group B at RAMNU 178 Nurul Huda. Methods of data collection carried out by researchers are using observation, interviews, and documentation. The type of research used in this study is a descriptive qualitative approach. Based on the research results, it can be explained that the teacher's role in stimulating children's language development can be by using reading, storytelling, listening and writing. Apart from this, teachers also need to motivate children so that the stimulus for children's language development develops well. Thus, it can be concluded that the role of teachers in stimulating children's language development is important so that children's Indonesian language development in the future can develop well through reading, speaking, listening and writing. And the teacher doesn't forget to provide motivation and the right technique for children's learning in the future. 
 Keywords : the role of the teacher, children's language development

The purpose of this study is to provide an overview of language development in children with ADHD. Researchers use literature study research methods. The data that has been collected is then analyzed qualitatively with the Miles and Huberman model. Some of the problems in language development in children are ADHD, namely, not responding to questions or statements addressed to them, the focus of attention last for a short period, absence of eye contact when communicating, often answering in inappropriate context questions, and a lack of understanding of the explanation of the material that has been submitted by the teacher. In addition, phonological errors are also a problem experienced by ADHD children such as problems when pronouncing the last letter in words, pronouncing words, removing or changing phonemes, and removing phonemes when speaking. Language development in ADHD children also has disturbances in the delivery of speech intent, is less able to carry out conversations with a complete structure, does not pay attention to whether the interlocutor has the same knowledge or information as him, often makes ambiguous sentences, pragmatic language development in ADHD children has not yet developed well.

Biliteracy and Second-Language Learners

Humans are social creatures, where in everyday life there is interaction between humans and this interaction uses language. Language is a means of communication in interacting with other humans, so that language is important in human life. As important as in children's lives Language development includes several aspects of development, namely (Speaking, Listening, Writing and Telling Stories) (Ilmiah et al., 2022) and all these aspects are interconnected in language development as well as the development of children's language which needs to be considered from an early age even since in the womb (fetus), this study researchers focus on the development of early childhood language, stimulating children's language development can be done since the child is in the womb, namely parents can chat, read books and provide audio such as music / chanting of holy verses of the Qur'an. This is reinforced by research data (Suri Nelliraharti, 2019) , that fetuses who are often stimulated or listened to the recitation of the holy verses of the Koran are proven to be more intelligent children and cognitive nerve cells are interconnected and children become more prominent in aspects of cognitive and language development. This study applies descriptive qualitative research. The place of research is Posyandu Mawar 10 Gelam Jaya Pasar Kemis Tangerang. This research was conducted from 7-10 October 2024, and involved 15 parents who already had toddlers and were pregnant with their 2nd/3rd/4th child. This study used 3 stages of data collection, namely data reduction, data presentation and data collection. Children who are accustomed to being chatted with by their parents since they were in the womb have developed effective communication between children and parents so that children find it easier to express their feelings with verbal and non-verbal language. An emotional warm relationship is established between parents and children so that it is easier to stimulate children in each phase, especially in the development of children's language. Children's intelligence in language and cognitive development tends to be more prominent because of the interaction of chatting between the fetus and parents helping brain nerve cells connect to each other, this is assisted by consistent postnatal stimulation (Nufus, 2021) . This study focuses on parents' understanding of the stimulation of children's language development since in the womb and children who are accustomed to being chatted with since in the womb , parents in today's era have very easy access to all information but do not necessarily implement it while children grow up side by side with technology where the main stimulation is from parents.

Down syndrome is a common disorder. In Indonesia, cases of Down syndrome tend to increase every year. Down syndrome is a genetic disorder that causes children to have low cognitive and physical differences. One of the differences owned by down syndrome children is their language development. Therefore, this article was prepared to find out how language development in down syndrome children. This article was prepared using the systematic literature review (SLR) method, which contains how language development in children with Down syndrome, factors that affect language development in children with Down syndrome, and efforts that can be made to develop language skills in children with Down syndrome. This article explains that some Down syndrome children experience language delays, which are caused by genetic abnormalities and physical conditions such as a mouth cavity that is too narrow, a short palate, weak speech muscles and many more. To overcome language development in children with Down syndrome, several efforts can be made such as conducting speech and language therapy, and using the PECS method which has been proven effective in efforts to develop language in children with Down syndrome.

A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.

We investigated the longitudinal associations among maternal pre- and postnatal depression, maternal anxiety, and children's language and cognitive development followed from 15 to 61 months. Furthermore, we assessed the protective role of children's early print experiences with books against the adverse effect of maternal depression on language development. Data for mothers and children (51.7% boys, 95% White, N = 11,662) were from the Avon Longitudinal Study of Parents and Children. Prenatal maternal depression held an adverse association with child language (β = -.16, p = .002). Moreover, the risk was greater for girls than boys (β = .19, p = .02). In addition, prenatal depression was significantly and negatively associated with child verbal intelligence quotient (β = -.11, p = .02) and performance intelligence quotient (β = -.12, p = .01). In contrast, postnatal depression or anxiety were not unique predictors of child outcomes. Importantly, children's early experiences with books, as measured by the reported frequency of parent-child shared reading, moderated the negative association between maternal depression and child language development (β = .30, p < .001). Although modest in size, these findings inform models of child risk and resilience related to maternal psychopathology. The results also have implications for clinical programs as well as for prevention and intervention studies focusing on at-home early literacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Background: Language development is a crucial aspect of a child’s growth, particularly during the formative years when cognitive and communication skills are rapidly evolving. Screen time exposure has been linked to developmental challenges in children. Aims and Objectives: This study aimed to explore the relationship between screen time and language development in children aged 6 years, with a specific focus on the role of screen content, sleep patterns, and socioeconomic factors. Materials and Methods: An observational cohort study was conducted over 12 months among 300 children enrolled in local schools in Nandyal. Screen time, sleep duration, and language development scores were assessed using standardized tools. The impact of screen content (educational, entertainment, and gaming) and socioeconomic status on language development was also evaluated. Statistical analyses included correlation and regression tests. Results: The average daily screen time was 3.5±1.2 h, increasing with age. Language development scores were inversely correlated with screen time (r=−0.62, P&lt;0.001), with younger children (6–8 years) being most affected (r=−0.68, P&lt;0.001). Children with screen time &lt;2 h/day had higher language scores (82.7±10.2) than those with &gt;4 h/day (68.9±11.8). Sleep duration decreased with higher screen time, mediating 25% of the adverse impact on language scores. Educational content positively influenced language scores (80.5±9.7), while gaming had the lowest scores (70.2±11.6). Socioeconomic status further modulated the relationship, with the strongest negative effects observed in low-income groups (β=−0.75, P&lt;0.001). Conclusions: Excessive screen time negatively impacts language development and sleep in children, with younger age groups and low socioeconomic status being the most vulnerable. Limiting screen time and promoting educational content may mitigate these effects.

Introduction: Versions of Musical Childhoods The tradition of developmental psychology has been of fundamental importance in providing versions of childhoods, particularly for the earliest years of childhood. However, in its focus on the individual child and in its search for behaviors assumed to be common across all children, developmental psychology has tended to be insufficiently interested in wider cultural processes. At the same time, the disciplines of ethnomusicology, the sociology of music, and popular music and media studies, valuable as they are in describing and theorizing the nature of sociocultural practices in music, have almost nothing to contribute to our understanding of practices in young children's particularly before they attend school. What insights we do have into children's lives are drawn mainly from studies of play activity when are attending out-of-home care and education (Campbell 1998; K. Marsh 2005)--much less are they drawn from family life in the home. There is little indeed concerning children's everyday experiences of music once they are in elementary (or equivalent) schooling that is not simply pedagogic in purpose (Barrett 2003; Campbell 1998). We suggest, then, that the integration of interdisciplinary accounts of young children's experiences is essential if we are to acquire fuller understandings of their musicality, the diversity of their practices, and how they develop musically within heterogeneous contexts. In taking a perspective on children's practices or musical lives, we wish to signal that we are interested in both the music that is presented to or selected by the child and the nature of children's responses. As Barrett observes, such seemingly sharp distinctions are often blurred: Children's music has a double-edged meaning in the realm of music education, at times interpreted as music made by adults for children, at other times interpreted as music made by children (2003:200). Existing accounts of music for young and the versions of childhoods that they convey place emphasis on traditional repertoires of children's songs: lullabies, play songs, and ring games. These repertoires have been collected and collated, those with an interest in children's folk lore studies leading the way. How they are enacted has been documented, primarily with attention to the detail of performance and less to the use of these songs and their integration into the fabric of young children's lives in homes and families. Moreover, in earliest childhood, the performance of children's songs sits very comfortably within imagined traditions and somewhat idealized versions of childhoods and parenting. Taking a perspective informed by wider cultural processes gains extra urgency given the rapidly changing nature of contemporary young children's lives (Prout 2005), a generation that is everywhere touched by phenomena loosely grouped under the term globalization--although, with Lull (1995) and many other commentators we do not intend to imply a homogenization of material circumstance or experience. Nevertheless there can be few communities where the tremendous pace of technological innovation, the changing nature of family life, and the possibility at least of making claims as to the commodification of childhood do not have some resonance. For many children, their home is an increasingly media-rich, technologized environment (J. Marsh 2004) in which digitized and other sounds emanate in a sometimes constant, certainly varied, and copious aural landscape from TV, video, DVDs, music players of all kinds, ringtones, toys with digitized tunes incorporated, mobiles, and other sound-making domestic devices (Young, Street, and Davies 2007). In many societies such innovations often take place without any contemporary changes to living conditions (Lull 1995). …

Although traditional assessments of day care environments have been linked to children's development, understanding of the specific characteristics of the environment that enhance language, literacy, and cognitive development is sketchy. The purpose of this study was to explore the lenvironment for iteracy in day care centers, its relationship with traditional measures of day care quality and its influence on children's cognitive and language development. Observation of the environments in the 30 community-based day care classrooms sampled revealed relatively impoverished environments. Correlation and multiple regression analyses indicated that settings of higher day care quality also had higher quality environments. In separate hierarchical regression analyses, controlling for variance due to family factors, both day care quality and the environment predicted a significant portion of the variance in children's language development but not in children's cognitive development.

To compare language development in infants and young children with human immunodeficiency virus (HIV) infection to language development in children who had been exposed to HIV but were uninfected, and (among subjects with HIV infection) to compare language development with cognitive and neurologic status. Prospective evaluation of language development in infected and in exposed but uninfected infants and young children. Pediatric Infectious Disease Clinic, State University of New York-Health Science Center at Syracuse. Nine infants and young children infected with HIV and 69 seropositive but uninfected infants and children, age 6 weeks to 45 months. Mean Early Language Milestone Scale, 2nd edition (ELM-2) Global Language scores were significantly lower for subjects with HIV infection, compared with uninfected subjects (89.3 vs 96.2, Mann-Whitney U test). The proportion of subjects scoring >2 SD below the mean on the ELM-2 on at least one occasion also was significantly greater for subjects with HIV infection, compared with uninfected subjects (4 of 9 infected subjects, but only 5 of 69 uninfected subjects; Fisher's exact test). Seven of the 9 subjects with HIV infection manifested deterioration of language function. Four manifested unremitting deterioration; only 1 of these 4 demonstrated unequivocal abnormality on neurologic examination. Three subjects with HIV infection and language deterioration showed improvement in language almost immediately after the initiation of antiretroviral drug treatment. Magnetic resonance imaging or computed tomography of the brain were performed in 6 of 7 infected subjects with language deterioration, and findings were normal in all 6. ELM-2 Global Language scaled scores showed good agreement with the Bayley Mental Developmental Index or the McCarthy Global Cognitive Index (r = 0. 70). Language deterioration, or improvement in language after initiation of drug therapy, coincided with or preceded changes in global cognitive function, at times by intervals of up to 12 months. Language deterioration occurs commonly in infants and young children with HIV infection, is seen frequently in the absence of abnormalities on neurologic examination or central nervous system imaging, and may precede evidence of deterioration in global cognitive ability. Periodic assessment of language development should be added to the developmental monitoring of infants and young children with HIV infection as a means of monitoring disease progression and the efficacy of drug treatment.

Objective: Several studies have shown that cochlear implantation (CI) can influence language development in children with severe-to-profound hearing loss. However, whether the age of implantation and duration of CI use influence language development remains unclear, particularly in Mandarin-speaking children with hearing loss. Therefore, this study investigated the effects of CI-related variables on language development in these children. Methods: The present study recruited 133 Mandarin-speaking children with hearing loss, aged between 36 and 71 months chronologically, from a nonprofit organisation in Taiwan. The Revised Preschool Language Assessment (RPLA) was used to evaluate the children’s language performance. Results: Children with hearing loss demonstrated delayed language comprehension and oral expression. Among them, 34% achieved age-appropriate language development. The duration of CI use had a significant direct effect on language-related abilities. Conversely, the age of implantation did not have a significant direct effect. Furthermore, the age of initial interventions (auditory-oral) had a significant direct effect only on language comprehension. Compared with the age of implantation, the duration of CI use was a significant mediator of language-related abilities. Conclusion: In Mandarin-speaking children with late CIs, the duration of CI use is a more effective mediator of language development than the age of implantation.

Background: Language development in children aged 4-5 years is often found to experience obstacles, in the form of articulation disorders, words or vocabulary, sound production. One of the reasons why children are late to speak is minimal interaction with parents. Lack of parental stimulation of children can also inhibit speech development in children, meaning here that parents are too busy working and do not have time to communicate with their children. Objective : of this study was to determine the relationship between parenting patterns and the risk of delayed language development in preschool children. Method: This study used a quantitative method with a cross-sectional design. The research sample consisted of 101 preschool children. Data were collected using a questionnaire that included parenting patterns and the risk of delayed language development. Data analysis was carried out using the chi-square test. Results: age of children 5 years (59.4%), gender of male child (53.5%), age of parents middle adulthood (50.5%), gender of parents female (81.2%), education (89.1%), work (51.5%), &gt;UMP (57.4%), democratic parenting (52.5) no risk of delay (73.3%) The results of the analysis showed a significant level of 0.000, stating that there is a relationship between parenting patterns and the risk of delayed language development in preschool children at TKIT Permata Ilham Bekasi in 2025. Conclusion: Nurses and health workers can play a role in providing education to parents on how to stimulate children's language from an early age, including through reading books together, talking to children actively, and avoiding excessive use of gadgets.

The prevalence of both bilingual children and children with autism spectrum disorder (ASD) is growing rapidly, and early childhood educators may be increasingly likely to encounter bilingual children with ASD in their classrooms. Because ASD significantly affects communication, many parents and professionals may have questions or concerns about the impact of bilingualism on language development in children with ASD. The present article presents a systematic review of the literature comparing monolingual to bilingual development in children with ASD. Seven articles were included, covering a wide variety of languages and involving predominantly young, simultaneously bilingual children with ASD. Results generally showed small, varied differences in both receptive and expressive language outcomes for bilingual and monolingual children with ASD, thus providing tentative support for the idea that bilingualism does not have a consistent or large negative effect on language development in children with ASD. Implications for research and practice are discussed.