Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023

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

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.

Using Mobile Health to Promote Early Language Development: A Narrative Review

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.

BackgroundDialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.MethodsThis study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre‐ and post‐tested on their language skills and reading interest measures before and after the intervention.ResultsResults showed that after a 12‐week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.ConclusionsThese results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.

Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development

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.

Introduction: language development is a great indicator of a child's future growth. However, not all children achieve age-appropriate language milestones. Intervention through physical activity can be a significant contribution to language development. Objective: this study systematically reviewed the data linking physical activity to children's language development. Methodology: this study employed a systematic review approach, exploring many journal databases such as ERIC and SAGE. This analysis included empirical studies from the previous five years that focused on children's physical activity and language development. Articles that were irrelevant and came from questionable publications were excluded from this investigation. ERIC and SAGE databases yielded 1583 publications. Seven publications meeting inclusion criteria were reviewed in this systematic review. PRISMA was used for routine procedures in this investigation. Results: this systematic review found that physical activities in natural settings, integrated into children's routines, and conducted in a stimulating environment can positively impact language development by providing opportunities for communicative participation through play and games. Conclusion: Physical activity can improve communication from several angles. Future research should concentrate on the most significant types of physical activity for children's language development.

The pandemic period is a period that can affect the development of early childhood experiencing limitations in various activities, including playing while learning in Early Childhood Education hich results in a decline in children's social-emotional development and language development. The ability to speak is an ability that is acquired naturally, speaking formally requires an incentive process of training and direction and can be done through playing activities in PAUD AIZA. Problems in children's language development affect children's social emotional development. Social emotional development of children is one aspect of development that must be achieved by early childhood. Children's emotional social maturity can be seen the extent to which children can be well received in their social environment. The purpose of this study was to determine the social, emotional and language development of early childhoot after the pandemic. Through classroom action research methods can improve the social emotional development and language development of children. After the social-emotional and language development of early childhood during the pandemic, this is very low, this is due to several factors, including children who have not seen friends for too long, so activities that can help children's social-emotional and language development do not work as they should. Researchers took steps to conduct research using the classroom action method, while the results obtained were 80.89% with very well developed criteria.

Preschool-age children show rapid development in various aspects of their development, including numeracy and language development. Various and appropriate stimulations are expected to optimize their development. Parents as the closest support system for preschool children have a very significant role, especially in helping children optimize their numeracy and language skills. Parents can play an optimal role if they understand children's numeracy and language development. In this community service program, parents are given training on "Optimizing the Learning Environment for Numeracy and Language in Preschool Children" which aims to increase parents' understanding of children's numeracy and language development and efforts to optimize it. The participants were 31 parents and Posyandu cadres in Jatimukti, Sumedang, West Java. Parents' understanding was measured through a pre-test questionnaire administered at the beginning of the training and a post-test questionnaire at the end of the training. The results showed a positive effect of the training on parents' understanding of children's numeracy and language development. Therefore, the results of this training recommend further trainings aimed at improving parents' understanding of language and numeracy development in preschool childrens.

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).

We examined the associations of breastfeeding initiation and duration with language and motor skill development in a nationally representative sample of US children aged 10 to 71 months. Using cross-sectional data on 22399 children from the 2003 National Survey of Children's Health, we examined relationships between breastfeeding practices and children's language and motor skills development. Outcomes were based on each mother's response to questions regarding her level of concern (a lot, a little, not at all) about her child's development of expressive language, receptive language, fine motor skills, and gross motor skills. Breastfeeding data were based on mothers' recall. Methods of variance estimation were applied and multivariate polynomial regression modeling was done to estimate the effects of breastfeeding initiation and duration on children's development after adjustment for confounders. Mean age of the sample was 2.79 years; 67% were non-Hispanic white, 16% were Hispanic, and 9% were non-Hispanic black. Approximately 17% of mothers reported concerns about their child's expressive language development; approximately 10% had receptive language concerns; approximately 6% had concerns about fine motor skills; and 5% reported general motor skills concerns. Multivariate analysis revealed that mothers who initiated breastfeeding were less likely than mothers of never-breastfed children to be concerned a lot about their child's expressive and receptive language development and fine and general motor skills. Mothers of children breastfed 3 to 5.9 months were less likely than mothers of never-breastfed children to be concerned a lot about their child's expressive and receptive language and fine and general motor skills. As with all cross-sectional data, results should be interpreted with caution. Our findings suggest breastfeeding may protect against delays in young children's language and motor skill development. Fewer concerns about language and motor skill development were evident for children breastfed >or=3 months, and concerns generally decreased as breastfeeding continued >or=9 months.

Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent–child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a first language and Hebrew as the second language in the context of their FLP. The research questions were as follows: How is parents' assessment of their children's bilingual language development linked to their choice of bilingual versus monolingual preschool education? To what degree are parents' reports of their children's language knowledge similar or different to their children's actual language knowledge? Which domains of language knowledge do parents relate to or ignore when assessing their children's language development? The sample consisted of 27 children (14 from bilingual and 13 from monolingual kindergartens), and their parents. Two sets of measurements were used, one to obtain parents' reports on child's knowledge of Russian and Hebrew and the other to assess children. The finding points out parents' insensitiveness to the length of the children's utterances and their tendency to rationalise FLP by overestimating their children's general language knowledge.

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.