Children's Language Skills Research Articles

Efforts to Improve English Language Skills for School Age Children by the Kabuna Village Government, Belu Regency

This research aims to determine the government's efforts in Kabuna Village, Kakuluk Mesak District, Belu Regency to develop English language skills for school-age children. Data acquisition techniques in this writing are interviews, observation and library literacy. In the interview method the author uses the snowball technique. Kabuna Village has two English learning groups, namely the English learning group at the village office and in Bautasik Hamlet. The location of this research is an English learning group at the Kabuna and Bautasik Village offices called Bautasik English Speaking (BES). The author conducted interviews with 13 sources consisting of village officials, English teachers and students. BES is located at RT/RW 01/01 Bautasik Hamlet. The aim of BES is to cultivate English for school-aged children with a speaking orientation. The form of activity is speaking practice.

Meningkatkan Kemampuan Berbicara Pada Anak Melalui Vidio Interaktif

Currently, education for early childhood is developing rapidly, which can be seen from the various media used by teachers. This research aims to explore the use of interactive videos as a learning medium in improving the language skills of young children. Interactive videos are considered an innovative and interesting medium for children because they present material with cute animated images, historical folklore and interesting musical instruments. This research uses qualitative methods with a literature study approach. The research results show that learning through interactive videos can increase children's enthusiasm for learning, develop critical thinking skills, and help children be more confident in expressing their opinions on a topic.

"Speech Is Golden": The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers.

We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. The participants (N = 110; 40 girls) were Saudi Arabic-speaking children in Grades 2-4. Children completed assessments of oral paragraph reading and word decoding using a vowelized script. They also completed three spoken assessments of Colloquial Arabic, which include sentence comprehension, sentence completion, and pragmatic knowledge, as well as a test of phonological awareness. We used path analysis to investigate the contributions of each of the spoken language indicators, decoding, and phonological awareness to reading comprehension (RC) in single and multiple serial mediator models. We found that spoken language (i.e., sentence comprehension, sentence completion, and pragmatic knowledge) and word decoding uniquely contributed to RC. Moreover, word decoding mediated the association between spoken language and RC. The path from spoken language to phonological awareness, then to word decoding, and finally to RC was inconclusive. While most studies on literacy acquisition in the context of Arabic diglossia focus on the linguistic distance between the colloquial (spoken) and the standard (written) language varieties, our results highlight the important contribution of spoken language skills to reading skills in Arabic despite this linguistic gap. The important implication of these findings is that spoken language interventions aimed at boosting children's narrative language skills in their home language (Colloquial Arabic) are an important tool for building a foundation for literacy in diglossia contexts.

Association of domain-general speed of information processing with spoken language outcomes in prelingually-deaf children with cochlear implants

Spoken language development after pediatric cochlear implantation requires rapid and efficient processing of novel, degraded auditory signals and linguistic information. These demands for rapid adaptation tax the information processing speed ability of children who receive cochlear implants. This study investigated the association of speed of information processing ability with spoken language outcomes after cochlear implantation in prelingually deaf children aged 4–6 years. Two domain-general (visual, non-linguistic) speed of information processing measures were administered to 21 preschool-aged children with cochlear implants and 23 normal-hearing peers. Measures of speech recognition, language (vocabulary and comprehension), nonverbal intelligence, and executive functioning skills were also obtained from each participant. Speed of information processing was positively associated with speech recognition and language skills in preschool-aged children with cochlear implants but not in normal-hearing peers. This association remained significant after controlling for hearing group, age, nonverbal intelligence, and executive functioning skills. These findings are consistent with models suggesting that domain-general, fast-efficient information processing speed underlies adaptation to speech perception and language learning following implantation. Assessment and intervention strategies targeting speed of information processing may provide better understanding and development of speech-language skills after cochlear implantation.

Interactive Powerpoint-Based Educational Games: Media to Stimulate Group B Children's Language Skills

Interactive Powerpoint-Based Educational Games: Media to Stimulate Group B Children's Language Skills

KACA: Educational Tutorial Video-Based Games to Stimulate Early Childhood Language Skills

KACA: Educational Tutorial Video-Based Games to Stimulate Early Childhood Language Skills

The Neural Bases of Language Processing During Social and Non-Social Contexts: A fNIRS Study of Autistic and Neurotypical Preschool-Aged Children.

Little is known about how the brains of autistic children process language during real-world "social contexts," despite the fact that challenges with language, communication, and social interaction are core features of Autism Spectrum Disorder (ASD). We investigated the neural bases of language processing during social and non-social contexts in a sample of N=20 autistic and N=20 neurotypical (NT) preschool-aged children, 3 to 6 years old. Functional near-infrared spectroscopy (fNIRS) was used to measure children's brain response to "live language" spoken by a live experimenter during an in-person social context (i.e., book reading), and "recorded language" played via an audio recording during a non-social context (i.e., screen time). We examined within-group and between-group differences in the strength and localization of brain response to live language and recorded language, as well as correlations between children's brain response and language skills measured by the Preschool Language Scales. In the NT group, brain response to live language was greater than brain response to recorded language in the right temporal parietal junction (TPJ). In the ASD group, the strength of brain response did not differ between conditions. The ASD group showed greater brain response to recorded language than the NT group in the right inferior and middle frontal gyrus (IMFG). Across groups, children's language skills were negatively associated with brain response to recorded language in the right IMFG, suggesting that processing recorded language required more cognitive effort for children with lower language skills. Children's language skills were also positively associated with the difference in brain response between conditions in the right TPJ, demonstrating that children who showed a greater difference in brain response to live language versus recorded language had higher language skills. Findings should be considered preliminary until they are replicated in a larger sample. Findings suggest that the brains of NT children, but not autistic children, process language differently during social and non-social contexts. Individual differences in how the brain processes language during social and non-social contexts may help to explain why language skills are so variable across children with and without autism.

Pengaruh Penggunaan Kartu Konsep terhadap Kemampuan Bahasa Ekspresif pada Anak Berkebutuhan Khusus (ABK) di Klinik Hey Kids Kartasura

Abstract Background: Children with Special Needs are children who have limitations in one or several abilities, both physical, such as blind, deaf, and psychological, such as autism and ADHD. The influence of the media in the form of picture cards on vocabulary, memory, and the subject's ability to mention vocabulary, so that the subject is not left behind in language skills. Objectives: This study aims to determine the effect of using concept cards on increasing expressive language skills in Children with Special Needs at the Hey Kids Kartasura Clinic. Methods: This study used a pre-experimental study with a one-group pretest-posttest design. The sampling technique used is total sampling with a total sample of 15 respondents. To find out whether there is an increase in expressive language skills, a pre-test and post-test were carried out on these respondents. The statistical test used in this research is the Paired T-Test. Results: The results of the study found that there was a significant effect between the use of concept cards on increasing expressive language skills in Children with Special Needs. The results of the Paired T-Test showed a P value (sig.) 0.010 (P <0.05 = Ha accepted). Conclusion: There is an effect of using concept cards on increasing expressive language skills in Children with Special Needs at the Hey Kids Kartasura Clinic. Keywords: Use of Concept Cards, Improving Expressive Language Skills, Children with Special Needs

Development of a Family-Based Early Intervention Program to Develop Sign Language Skills in Deaf Children

Family-based early intervention needs to be provided for children who experience obstacles, this aims to ensure that the obstacles experienced by children can be overcome from an early age. The obstacles that are overcome from now on will have a positive impact in the future development. This research aims to develop a family-based intervention program to develop sign language skills for deaf children. The research method used in this research is the descriptive qualitative method. The subject in this study was a 5-yearold deaf child and the child's parents. The results of this research are an intervention program based on family resources to develop deaf children's sign language skills as a modality for children to communicate with the community and a modality in educational settings in elementary schools. It is hoped that this research can help deaf children, parents, and teachers to develop sign language skills in deaf children.

Hubungan Keterampilan Literasi Awal dengan Kemampuan Bahasa Ekspresif Tingkat Kata pada Anak Usia Prasekolah di RA Sunan Ampel Al-Jauhar Ngawi

Abstract Background: The education of children of preschool age is closely related to the development of children's literacy skills. The lack of readiness of early literacy skills will affect the child's success in communicating and speaking with their environment. Based on a survey conducted by the Program for International Student Assessment (PISA) released by the Organization for Economic Co-operation and Development (OECD) in 2019. Indonesia ranks 62nd out of 70 countries related to literacy rate, or is in the bottom 10 countries that have low literacy levels. Objectives: analyze the Corellation of Early Literacy Skills with Word-Level Expressive Language Skills in Preschool-Age Children at RA Sunan Ampel Al-Jauhar Ngawi. Methods: This study was a quantitative study using an observational analytic research design with a cross sectional approach. The sample size of this study was 32 respondents aged 3–6 years (preschool). The statistical test used in this study was the Kendall Tau test. Results: The Kendall's tau test results revealed that a significance value of 0.000 was obtained with corellation coefficient or a r value of 0.603 which means that the correlation value is strong and positive, so Alternative hypotheses is accepted. This means that there is a strong relationship between early literacy skills and word-level expressive language skills. The better the early literacy skills, the better the expressive language skills of children is, and vice versa. Conclusion: There is a strong and positive correlation between early literacy skills and expressive language skills in preschool children. Keywords: Early literacy skills, expressive language skills, preschoolers

Hubungan Antara Screen Time dengan Kemampuan Pragmatik Anak Usia 4-6 Tahun di TK Sri Juwita Hanum Surakarta

Abstract Background: Screen time is time spent engaging in "screen-based" behavior, such as watching television and using a smartphone, tablet, or computer. The impact of screen time can affect children's language skills, one of which is pragmatics. Pragmatics is a branch of linguistics that deals with the use of language in a social context. Objectives: This study aims to analyze and provide an overview of the "Relationship of Screen Time to Pragmatic Ability of Children Aged 4-6 Years in Sri Juwita Hanum Surakarta Kindergarten". Methods: This research is a quantitative research using a cross-sectional. research design. The sampling technique in this study was purposive sampling and the number of samples used was 33 respondents. The data in this study were analyzed univariately and bivariately, the statistical test used in this study used the coefficient contingency test. Results: In the coefficient contingency test results, the result of ρ value of 0.000 or ρ value of < 0.05 was obtained, has a correlation coefficient value of 0.707 which is in the strong category, and has a unidirectional correlation direction. Conclusion: There is a positive and strong correlation or relationship between Screen Time with a ρ value of 0.000, and a correlation coefficient value of 0.707 in children aged 4-6 years in Sri Juwita Hanum Kindergarten. Keywords : Screen time, Pragmatics, Children aged 4-6 years

Speakezio Application as an Alternative and Augmentative Communication Media for Cerebral Palsy Students

The obstacle experienced by most children with cerebral palsy is limited communication skills. This is due to disorders of the speech organs or limitations in receptive and expressive language abilities experienced by children with cerebral palsy. So, when communicating, you need alternative augmentative media or communication systems (AAC) that can help you communicate. This research aims to develop the Speakezio application as AAC media. The method used is the RD (Research and Development) research method with a qualitative approach. This research involves one subject (single subject) which is used as a model in developing applications. This research obtained results in the form of the Speakezio application which was developed based on the results of assessments on target subjects and trials of the application as a media for the AAC system. The trial results show that this application can improve children's receptive and expressive language skills. Apart from that, this application can help communication between children and parents so that parents can more easily understand the messages conveyed by children.

Analysis of the Role of Facial Expression in Media Presence in the Development of Social, Emotional, and Expressive Language Skills in Children Aged 3-4 Years

This study aims to analyze the role of facial expression media in developing social-emotional and expressive language skills in children aged 3-4 years. A qualitative descriptive method was used, with data collected through observations and interviews at several kindergartens. The results indicate that media such as hand puppets, picture books, and digital applications displaying facial expressions significantly contribute to the enhancement of emotion recognition and expression, as well as the development of children's expressive language. This research recommends the integration of facial expression media into early childhood education curricula to support their holistic development.

EXPLORING THE CONSISTENCY BETWEEN TEACHERS' AND PARENTS' RATINGS OF CHILDREN'S LANGUAGE SKILLS

Aim: The study investigated the correspondence between parent and teacher assessments of 3 to 6-year-old children's language skills using the Expressive and Receptive Language Scales from the Early Childhood Developmental Screening Toolkit – BAASIK (an acronym in Latvian). Material and methods: Ninety-five preschool teachers and 424 parents participated in an online survey assessing the expressive and receptive language skills of children aged 3 to 6 years. Results: Spearman's correlation analysis revealed statistically significant (p < .001) moderate to strong correlations between the ratings of children’s language skills by parents and teachers. For the Receptive Language Scales, correlations ranged from rS = .43 to rS = .6, and for the Expressive Language Scales, from rS = .54 to rS = .64. Conclusions: The study confirmed that parents’ and teachers’ assessments of children’s expressive and receptive language skills are significantly correlated. The BAASIK Expressive and Receptive Language Scales used by both parents and teachers could be effective for early screening, potentially aiding in the prompt identification of language development issues and the subsequent referral to speech and language therapy services.

Parental sensitivity and family conversation: A naturalistic longitudinal study with both mothers and fathers across three time-points in early infancy.

Parental verbal sensitivity is known to promote child language skills, but few studies have considered: (a) links between global (i.e., verbal, behavioral, and affective) measures of parental sensitivity and infant-initiated conversations, an important precursor to language development; (b) whether maternal and paternal sensitivity show similar links with infant-initiated conversation; or (c) the transactional role of infant conversation for later parental sensitivity. Addressing these gaps, this study of 186 British first-time parents (93 families) examines the developmental dynamics between parental sensitivity and infant communication across the first year of life. We explore; (i) the role of maternal and paternal sensitivity (assessed during structured home observations at 4 months post-partum) for parent-infant conversational interactions at 7 months (indexed by day-long naturalistic recordings), and (ii) whether these mother-infant and father-infant conversations at 7 months shape maternal and paternal sensitivity at 14 months (also assessed via structured home observations). For both male and female infants, maternal (but not paternal) sensitivity at 4 months predicted infant vocalisations and conversational initiation at 7-months. By contrast, neither index of infant talk predicted maternal or paternal sensitivity at 14 months. Together these findings refine understanding of theoretical models of social development and suggest new possibilities for future research.

Abstract

Background:Language ability is indicator for child development and will affect delays or damage to other systems because children's language skills also involve cognitive, motoric, psychological, emotional, and environmental abilities. Right stimulation can improve children's language development. Language stimulation can be done by the mother. Objective: This study aims to determine the effect of maternal stimulation behavior on the language development of pre-school children. Methode: This research is a quantitative research with a cross sectional approach. The population in this study amounted to 50 people with sampling using total sampling technique. Data analysis was processed using chi-square. Results: The results showed the correlation between knowledge and children's language development (p = 0.002), attitude and language development (p = 0.003), behavior (p = 0.005). Conclusion: Based on this analysis, it was found that there is a correlation between mother's knowledge, attitudes and behavior with language development

Peran Bahasa Indonesia Dalam Pengembangan Keterampilan Komunikasi Anak Pendidikan Anak Usia Dini

Abstract Indonesian has an important role in developing children's communication skills at the early childhood education stage. This article discusses how the use of Indonesian can influence the development of children's communication skills at an early age, as well as effective methods for developing these skills. This research aims to explore the role of Indonesian in developing children's communication skills in Early Childhood Education (PAUD). This research uses qualitative methods by means of observation and interviews. Indonesian is not only a means of communication, but also a means of developing PAUD children's thinking, self-expression and social interaction skills. This article provides a deeper understanding of the role of Indonesian in developing children's communication skills at this stage of education. Apart from that, language development strategies in early childhood and effective communication models for developing creative thinking abilities are also discussed in this journal. Storytelling and role-play learning methods can also be used to develop children's language skills at an early age. It is important to pay attention to the role of Indonesian in early childhood education to improve their communication skills. By paying attention to the role of language, it can be easier to develop an effective and holistic learning approach in developing children's communication skills from an early age. The results of the research are that providing an understanding of Indonesian can play a role in developing communication skills in early childhood.

Enhancing Pragmatic Language skills for Young children with Social communication difficulties (E-PLAYS-2) trial: study protocol for a cluster-randomised controlled trial evaluating a computerised intervention to promote communicative development and collaborative skills in young children

BackgroundA number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The E-PLAYS-2 study will test an intervention (‘E-PLAYS’) aimed at supporting such children. E-PLAYS uses a dyadic computer game to develop collaborative and communication skills. Preliminary studies by the authors show that E-PLAYS can produce improvements in children with social communication difficulties on communication test scores and observed collaborative behaviours. The study described here is a definitive trial to test the effectiveness and cost-effectiveness of E-PLAYS delivered by teaching assistants in schools.MethodsThe aim of the E-PLAYS-2 trial is to establish the effectiveness and cost-effectiveness of care as usual plus the E-PLAYS programme, delivered in primary schools, compared to care as usual. Cluster-randomisation will take place at school level to avoid contamination. The E-PLAYS intervention will be delivered by schools’ teaching assistants. Teachers will select suitable children (ages 5–7 years old) from their schools using guidelines provided by the research team. Assessments will include blinded language measures and observations (conducted by the research team), non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. A process evaluation will also include interviews with parents, children and teaching assistants, observations of intervention delivery and a survey of care as usual.The primary analysis will compare pragmatic language scores for children who received the E-PLAYS intervention versus those who did not at 40 weeks post-randomisation. Secondary analyses will assess cost-effectiveness and a mixed methods process evaluation will provide richer data on the delivery of E-PLAYS.DiscussionThe aim of this study is to undertake a final, definitive test of the effectiveness of E-PLAYS when delivered by teaching assistants within schools. The use of technology in game form is a novel approach in an area where there are currently few available interventions. Should E-PLAYS prove to be effective at the end of this trial, we believe it is likely to be welcomed by schools, parents and children.Trial registrationISRCTN 17561417, registration date 19th December 2022.Protocol version: v1.1 19th June 2023.

Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents

ABSTRACT Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages.

Perkembangan Bahasa Pada Anak Sindrom Down : Tinjauan Pustaka Sistematis

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.