Abstract
This study aimed to evaluate the language skills of preschool children through narrative. The Turkish Test of Early Language Development (TEDIL) was used to evaluate the receptive and expressive verbal language skills of the children, and language samples were collected using the Edmonton Narrative Norms Instrument (ENNI). The Mean Length of Utterance (MLU), Number of Different Words (NDW), and Total Number of Words (TNW) were examined in the language samples taken from the narrative analysis. A total of 100 children, 50 in the age group of 48-60 months and 50 in the age group of 61-72 months, were evaluated. According to the results obtained from the evaluation of the language skills of the children between the ages of 48 and 60 and 61 and 72 months, it was found that, children between the ages of 61-72 months were more likely to tell longer stories than the children of 48-60 months. It was seen that there were developmental differences in NDW and TNW in the stories of children between these two age groups. It has been revealed that the ENNI can be used as a language tool to assess the language skills in preschool children.
Highlights
Children's language development improves in the first five years of life, starting from their first word until they form meaningful speech
Do the results of preschool children's receptive language, expressive language, verbal language scores, and Mean Length of Utterance (MLU), Number of Different Words (NDW), and Total Number of Words (TNW) differ according to the age groups of the children?
1- Do the results of preschool children's receptive language, expressive language, verbal language scores, and MLU, NDW, and TNW differ according to the age groups of the children?
Summary
Children's language development improves in the first five years of life, starting from their first word until they form meaningful speech. Narrative skills show that a child can talk about his/her life beyond the use of grammar. Storytelling requires the use of complex and consistent linguistic structures. Complex syntactic structures and stories that elicit longer expressions are associated with comprehension skills, writing skills, and verbal language development. This provides a link between language and cognitive development. When cognitive development is considered to be the most basic tool for understanding the world, it is emphasized that acquiring narrative skills is a game for children, and a means of expressing meanings that are inherent in life (O’Neill et al, 2004; Stadler et al, 2005; Wagner et al, 2000)
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