Child Language Research Articles

Psychosocial factors associated with the trajectories of interparental conflict for Australian fathers of autistic children: A longitudinal study across 10 years of child development.

Not much is known about how fathers experience conflict with their partners (either verbal or physical) while raising an autistic child. This study focused on understanding these experiences over 10 years, following children from the age of 4 to 14 years. The study had two main goals: (1) to track how fathers experience conflict with their partners over this time and identify different patterns to these experiences; and (2) to find psychosocial factors in early childhood that might impact these patterns. The study included 281 fathers of autistic children and 7046 fathers of non-autistic children who took part in 'Growing Up in Australia: Longitudinal Study of Australian Children'. Using a statistical method to group fathers based on the partner conflict they reported over the 10 years, results showed that there were three groups: (1) 'low and stable', (2) 'moderate and stable' and (3) 'persistently elevated' experiences of partner conflict. Additional analysis showed that fathers' confidence in their parenting, perceived support from their partners and concerns about their child's language skills were associated with ongoing moderate levels of partner conflict. On the other hand, fathers who were older, had lower perceived support from their partners, partners experiencing psychological distress and higher parent-reported child social functioning were more likely to experience consistently high levels of conflict over time. In our study, we described different levels of conflict with their partners reported by fathers of autistic children. We also identified some of the factors that were associated with different levels of conflict. These might be used to inform interventions to reduce parental conflict in the future.

The impact of L1 literacy on the production of Spanish verbal passives by school-age Spanish heritage speakers

Acquiring literacy contributes to monolingual children's language development, especially with the oral production of complex sentences. However, less is known about how written language exposure impacts first language (L1) morphosyntactic growth in Spanish-speaking children in the U.S., who are educated in their second language (L2) and have little opportunities to develop L1 literacy. To investigate this, we evaluated 8–12-year-old Spanish heritage speakers' (HSs) L1 production accuracy of grammatical gender and full verbal passives using picture description and elicited imitation (EI) tasks. One group of HSs attended bilingual (English-Spanish) schools and had developed strong L1 literacy skills; the other group attended English-only schools and had weaker L1 literacy skills, confirmed with standardized literacy tasks. The children receiving literacy instruction and textual exposure in Spanish (the L1) outperformed those attending schools in English only, producing gender agreement more accurately and full passives more accurately. They also outperformed the children in English-only schools in literacy and cognitive measures. These findings indicate that experience with textual input via L1 literacy development is an effective way to aid the acquisition and production of complex linguistic forms in HSs during the school-age period.

Exposure to Audiovisual Media and Its Role in Toddlers' Language Development.

This study examined (i) whether the amount of audiovisual media exposure predicts child language use, language input and language interaction, and (ii) the role of the media programme type (child-oriented educational, child-oriented entertainment, adult-oriented) in relation to parent-child language. Using Language Environment Analysis (LENA) recorders, we collected day-long language recordings in homes of families with children in the U.S. Human coding of entire recordings was used to capture the amount of total media exposure and programme type for child language environment. Automated measures of language (child vocalisations, adult word count, conversational turns) were obtained from LENA recordings. The study included 29 children (12 girls [41.38%]; mean [SD] age 25.28 months [3.01]). Regression analyses showed that higher total audiovisual media time was associated with lower child language use, language input and language interaction. Higher child-oriented entertainment media time was also associated with lower child language use, language input and language interaction, while adult-oriented media time was associated with lower child language use and language interaction. It is recommended that practitioners communicate the importance of caregiver-child interactions as well as media timing and content management to families with young children.

Nature as a Co-Teacher in Early Childhood Language Education

Abstract Playing in nature-based places supports early childhood development. In previous years, studies have shown the benefits of nature play for healthy child development, including language development. For early childhood teachers it is insightful to learn together how to develop language education in nature that is supportive of their student’s language development. The aim of this study is to investigate how early childhood education (ECE) teachers make nature-based places function as language learning environments in EC language education. The study took a collaborative action-based research approach and worked in communities of practice (CoP). In these communities, 55 teachers across five schools gathered six times. Based on the analysis of the shared conversations we defined the supportive aspects of nature-based places and related them to the expected outcomes of early childhood language education. We also described the professional changes they made to be able to teach language in nature. These changes were summarized in a model that informs early childhood teachers how to include the pedagogical and linguistic function of nature-based places to work towards the outcomes of EC language education.

Air pollution exposures in early life and brain development in children (ABC): protocol for a pregnancy cohort study

IntroductionAir pollution is linked with poor neurodevelopment in high-income countries. Comparable data are scant for low-income countries, where exposures are higher. Longitudinal pregnancy cohort studies are optimal for individual exposure...

SLA DEVELOPMENT ON CHILD'S PRAGMATICS DEVICES THROUGH MOM THEO’S TIKTOK

This study aims to explore the development of pragmatic language in young children exposed to digital content, particularly through the TikTok platform. The primary focus of this research is on children who are bilingual in Indonesian and English, and how they adjust their language use in different social contexts. This study employs a qualitative approach with a descriptive design, involving the observation of TikTok videos and document analysis of verbal interactions on the platform. The two TikTok channels studied are Omar & Mom Official and Mom Theo, where both children, Omar and Theo, engage in bilingual communication in the context of language learning through social media. The results show that these children begin to understand and adjust their language use depending on the audience and communication situation. Their pragmatic language use demonstrates the development of the ability to adapt to broader social contexts. The exposure to digital content, which is mostly monologic, also limits their social interaction, reducing opportunities to practice pragmatic language in more dynamic contexts. Furthermore, the role of the family environment in language learning is crucial, with parents actively engaged in daily communication and supporting their children's language development. This research provides insights into how social media can influence the development of children's pragmatic language, highlighting the importance of balancing digital interactions with real-life social experiences.

Enhancing Children's Language Skills Through Storytelling Method with Audio-Visual Media

Early childhood education is an important period in language development, which is one of the fundamental aspects in the formation of communication and interaction of children. This study aims to improve the language skills of children aged 5-6 years through the storytelling method with audio-visual media. The research used the literature study method by collecting data from various related scientific journals. The results showed that the storytelling method using audio visual media can significantly improve children's language skills, both in the aspects of listening, speaking, reading, and writing. Audio-visual media attracts children's attention, makes the learning process more fun, and provides interactive experiences that motivate children to actively participate. The conclusion of this study is that the storytelling method using audio visual media is an effective learning approach in developing early childhood language skills.

The relation between family factors and children's vocabulary knowledge: a comparative study of rural and urban preschoolers in China.

Although family factors are considered important for children's language acquisition, the evidence comes primarily from affluent societies. Thus, this study aimed to examine the relations between family factors (family's socioeconomic status [SES], home literacy activities, access to print resources, and parental beliefs) and children's vocabulary knowledge in both urban and rural settings in China. Data from 366 children (urban group: 109, 4.85 years; rural group: 257, 4.89 years) were collected. Results showed that whereas family's SES significantly predicted access to print resources and children's vocabulary knowledge in the rural group, parental beliefs directly predicted children's vocabulary knowledge in the urban group. Multigroup analysis showed that the associations of family's SES and access to print resources with children's vocabulary knowledge were stronger in the rural group than in the urban group. Our findings highlight the importance of considering contextual settings when conceptualising the role of family factors in children's language acquisition.

Prediction of hearing impairment by indirect hyperbilirubinemia in neonates

Background: Hearing is a special sense and one of the most important components of communication. The ability to communicate and acquiring skills largely depends on the ability of hearing. Hearing impairment can have a substantial influence on a child's speaking ability, language development and social skills. Early detection and timely initiation of treatment for childhood hearing loss is very crucial as inadequate auditory input during first few years of life irreversibly delays the language skills for communication and reading. This study aimed to predict the frequency of hearing impairment in neonates with indirect hyperbilirubinemia. Methods: This was a cross-sectional study conducted at the Neonatal intensive care unit (NICU) and Special care neonatal unit (SCANU) of Bangladesh Shishu Hospital and Institute, Dhaka, Bangladesh during the period from January 2020 to December 2021. In this study, we included 85 hospitalized neonates with hyperbilirubinemia based on the selection criteria. Results: The mean age of the patients was 5.6 (±1.6) days. Pre-term babies were 63.5% and 36.5% were termed babies. Among all patients, 49.4% and 43.5% of patients had indirect bilirubin levels from 15 to<20 mg/dl & 20 to<25 mg/dl respectively. Among 11 hearing-impaired neonates, 3 (27.2%) had mild to moderate impairment, 6 (54.5%) had moderate to severe impairment and 2 (18.1%) had severe to profound hearing impairment. Sepsis, ototoxic drugs and indirect hyperbilirubinemia were independent predictors of hearing impairment. Conclusions: This study concluded that indirect hyperbilirubinemia of≥15 mg/dl in preterm and≥20 mg/dl in term neonates is an important predictor of hearing impairment in neonates.

Play-based speech and language intervention for Williams syndrome: a case report

Williams syndrome is one of the rare genetic disorders causing developmental delay and learning challenges. Consequently, the syndrome also presents speech, language, cognitive and behavioral deficits. Play is one of the critical elements in the acquisition of speech, language, and cognition in children. Therefore, developing play skills in children diagnosed with Williams syndrome is crucial during speech and language therapy. In this case study, we present a detailed linguistic profile of a child with Williams syndrome. Further, we aim to provide in-depth knowledge on play-based speech-language therapy and its significance in improving communication and other related skills in children diagnosed with Williams syndrome.

The Verbal Irony Questionnaire: An Initial Approach to the Conceptualization and Measurement of Verbal Irony in High Intellectual Ability

Figurative language is a complex construct related to intelligence. Psychology and psycholinguistics are trying to understand it from an interdisciplinary perspective, but studies are still scarce, methodologies are heterogeneous, and results are difficult to integrate. Some studies suggest that understanding the cognitive processes underlying figurative language and its forms could provide a new approach to understanding intellectual differences, such as high intellectual ability (HIA), and new instruments to assess it. The language of HIA children develops earlier and includes the use of irony, which involves metalinguistic skills. In this context, the present study aims to offer an instrument, called the verbal irony questionnaire (or VIrQ), to test the comprehension of verbal irony in students with HIA. A convenience sample of n = 169 students with HIA, aged between 7 and 15 years, responded to the VIrQ. An exploratory factor analysis was conducted. The results revealed that 33 items were retained and categorized into four factors. F1, ironic irony (14 items); F2, ironic attitude (8 items); F3, ironic constructions (7 items); and F4, reinforced irony echo (4 items). All factors have adequate reliability indices above 0.70 and below 0.95. Finally, new perspectives are also discussed.

Application of the Talking Stick Learning Model to Improve Early Childhood Physical Motor Skills

The Talking Stick learning model is interpreted as a learning model for playing sticks, designed to measure the mastery of learning materials, foster learning motivation and create a fun learning atmosphere for students by using sticks. This research focuses on the Application of the Talking Stick Learning Model by Utilizing Used Goods to Improve Physicalmotor Skills in Early Childhood. The purpose of this study is to find out the Application of the Talking Stick Learning Model by Utilizing Used Goods to Improve Children's Physicalmotor Skills after early childhood The type of research used is a type of qualitative research with a case study approach. The results of the study are as follows: 1) The Talking Stick learning model is implemented in early childhood, where teachers provide direct guidance. The application of the talking stick learning model is carried out in the process of activities that can improve children's oral language skills in the future As for the inhibiting factors in Talking Stick learning that "one of the disadvantages of Talking Stick is that when students do not understand the lesson, then students will feel anxious and worried when Talking Stick in his hands. Meanwhile, the Supporting Factors are to test students' readiness in mastering the subject matter, practicing reading and understanding the subject matter quickly, according to the material that has been delivered and to be more active in learning because students never know that the stick will be their turn.

Influences of bilingual input on English vocabulary size and academic outcomes: a large-scale longitudinal study following children in Australia from five to ten years

ABSTRACT Research from large population-based studies investigating the language and academic outcomes for bilingual children is rare. The current study aimed to investigate the influence of dual language exposure on (i) English vocabulary outcomes at 5 years (126 bilinguals, 1675 monolinguals), and 10 years (vocabulary: 92 bilinguals, 1413 monolinguals:), and (ii) academic outcomes at 10 years (107 bilinguals, 1746 monolinguals). Participants were drawn from Generation 2 of the Raine Study, a longitudinal study from birth to 28 years (n = 2868, 88.3% white, 50.7% boys, 6.7% bilinguals) in Australia. At 5 years, bilinguals had lower receptive English vocabulary than monolingual peers (p < .05). No differences were found between groups in receptive vocabulary at 10 years, and groups were comparable on teacher-reported academic outcomes at 10 years. Findings suggest that dual language exposure (i.e. English as the societal language and another language at home) may impact vocabulary performance at the time of transition to formal education, however, these differences are not maintained in middle childhood, with no impact on academic performance at 10 years.

Read Aloud as a Means of Early Childhood Language Development: A Literature Study

Read Aloud as a Means of Early Childhood Language Development: A Literature Study

Cross- and Within-Language Associations Between Phonological, Lexical, and Grammatical Domains in Mandarin-English Bilingual Preschoolers in Singapore.

This study aims to examine the associations of phonological, lexical, and grammatical skills within and between languages in Mandarin-English bilingual preschoolers. Sixty-three Singaporean Mandarin-English bilingual children aged 3-5 years were assessed for articulation, receptive vocabulary, and receptive grammar using standardized instruments in English and compatible tools in Mandarin. Regression analyses were performed on each language outcome, with other language variables as predictors, controlling for age, nonverbal working memory, and home language environment. Phonological and grammatical skills in one language predicted corresponding skills in the other. Phonemes shared across languages showed higher accuracy rates compared to unshared phonemes, while accuracy varied across grammatical structures. Vocabulary did not correlate between languages. It was influenced by household language distribution, with Mandarin vocabulary also correlating with nonverbal working memory. Mandarin grammar positively correlated with the number of native Mandarin speakers at home. Within each language, phonological skills were predicted by vocabulary, while vocabulary and grammar were reciprocally predictive. Cross-language, cross-domain relationships were weak. This study shows domain-specific cross-language associations and language-specific cross-domain associations in Mandarin-English bilingual children, indicating both interdependent and autonomous development. Our findings call for approaches that value the child's full linguistic repertoire and utilize interconnectedness between languages and language domains to enhance bi/multilingual competence. They also highlight the importance of assessing each of the child's languages and considering individual bilingual profiles in research on bilingual language development. https://doi.org/10.23641/asha.28200128.

Late Talkers' Language, Metaphor, Theory of Mind, and Reading Skills at 9 Years of Age.

Prior work has found that "late talkers" (LTs) as a group continue to demonstrate lower language and reading outcomes compared to their typically developing (TD) peers even into young adulthood. Others identified that children diagnosed with developmental language disorder (DLD) show difficulties later with theory of mind (ToM) tasks and metaphor comprehension, but there is a shortage of research specifically investigating these advanced skills in LTs. The current study therefore compared language-related skills of former LTs with their TD peers at school age. A longitudinal sample (N = 35) of monolingual German-speaking children was observed from age 1 until 9, comprising TD children (n = 27) and children identified as LTs at age 2 (n = 8), of which two met criteria for DLD between ages 3 and 6. Children's language (productive vocabulary, productive and receptive grammar), reading, metaphor comprehension, and ToM skills (ToM scale and Strange Stories) were investigated, and group comparisons were conducted. Former LTs performed worse than the TD children on measures of productive vocabulary, receptive grammar, metaphor comprehension, and the ToM Strange Stories task at the age of 9, but not on measures of productive grammar, reading, or the ToM scale. The findings indicate that LTs can catch up with their TD peers in some areas of language and ToM but that subtle differences remain across other complex areas. Further research is needed to pinpoint possible explanations for why certain skills are more strongly impacted and the potential developmental interactions between these competencies.

The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong

BackgroundThe associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2.MethodsIn this study, 176 second‐year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child.ResultsThe cross‐lagged panel analysis showed that previous father–child formal HLE predicted subsequent activity levels of mother–child and father–child informal HLE. The mother–child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father–child informal HLE.ConclusionsThe crossover effects between the father–child and mother–child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family‐based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed.

Early parent-child interaction and home environments of children exposed prenatally to opioids: A comparison of biological mothers and out-of-home caregivers.

Children born to mothers with opioid use disorder (OUD) are at increased risk of maltreatment and out-of-home care (OOHC) placement. This study examines the parent-child interaction quality and home environments of 92 New Zealand children with prenatal opioid exposure (OE) and 106 non-opioid-exposed (NE) children. Experiences for those in maternal care versus OOHC were of particular interest. Biological mothers completed a lifestyle interview during late pregnancy/at birth. At 18 months, parent-child interaction observations, maternal/primary caregiver interviews, and the Home Observation for Measurement of the Environment were completed during a home visit. At age 4.5, children underwent developmental assessment. By 18 months, 20% of OE children were in OOHC. Mothers with OUD who were younger, less cooperative, and had increased polysubstance use during pregnancy were more likely to have lost custody of their child. OE children in their mother's care experienced less positive parenting and lower-quality home environments than NE children. OE children in OOHC had similarly resourced environments to NE children, yet experienced lower levels of parental warmth and responsiveness. Early parenting predicted child cognition, language, and behavior 3 years later, underscoring the critical importance of supporting the parenting and psychosocial needs of OE children's parents/caregivers to improve long-term outcomes.

Analisis Peran Bermain dalam Perkembangan Kognitif Anak Usia Dini

This study aims to examine the role of play in supporting cognitive, language, and mathematical development in early childhood. Play, often considered a recreational activity, has a significant impact on developing various essential skills in children. This research uses a qualitative approach with a literature review, analyzing various sources regarding the effects of different types of play, such as role play, constructive play, and social cognitive play, on children's development. The main findings show that role play enhances language competence, while constructive play and social cognitive play contribute to the development of children's mathematical and logical skills. This study emphasizes that various types of play can enrich children's learning experiences, supporting their cognitive and social development. The results of this study affirm that play is crucial for the cognitive, language, and mathematical development of young children. Various types of play, such as constructive (puzzle building), social cognitive (cooperation), and role play (pretend play), significantly support children's thinking, learning, motor, social, and language skills.

Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices

AbstractIn recent years, there has been a special interest in promoting literacy learning in early childhood education programs. It is presumed that teaching literacy early can ensure better literacy outcomes in later years. Currently, in a renewed effort to improve children's literacy learning through science of reading supported practices, most states across the United States have passed legislation for the teaching of reading in grades K‐3. These laws have repercussions for early childhood education (ECE) programs serving bilingual children. Educators and advocates for bilingual children have voiced concerns about a blanket approach to early literacy reflective of a monolingual, English‐centric perspective, which might exacerbate the longstanding educational inequities experienced by bilingual children. Viewing language and literacy learning both as a right and as a resource, we propose an expansive perspective of early literacy that integrates a holistic bilingual and a sociocultural perspective. A broader perspective on early literacy calls for an understanding of the linguistic characteristics of each language as well as the sociocultural literacy practices associated with the uses of both languages. Drawing from early literacy studies conducted in Spanish‐dominant countries and in the United States, we foreground two interrelated components of early literacy learning—code‐focused skills and home literacy practices—with an emphasis on commonalities and differences across Spanish and English and how these early literacy aspects relate across languages. We also discuss asset‐based practices for supporting literacy learning in early childhood settings serving young bilingual children. This information can help to enhance teachers' agency for building pro‐Latine literacy curricula and pedagogies that can lead to emancipatory, meaningful, and more equitable education for bilingual children.