Early Acquisition Research Articles

Parent-Reported Relations Between Vocabulary and Motor Development in Infancy: Differences Between Verbs and Nouns.

During early development, increases in vocabulary are related to gains in motor ability, above and beyond the effects of maturation alone. However, little is known about the association between motor development and children's early acquisition of different types of words. We examined whether motor development is differentially associated with concurrent verb and noun vocabulary in 83 infants aged 6- to 24-months-old. We asked caregivers to complete parent-report measures of vocabulary acquisition and motor development. Analyses revealed that the association between word comprehension and motor development significantly differed for verb and nouns. Infants' verb comprehension was more strongly associated with motor development than noun comprehension. We discuss how infants' own motor actions may provide cues that are especially important for narrowing down the meaning of novel verbs.

Protocol for a randomised ‘screen-and-treat’ Helicobacter pylori eradication trial in 14–18-years-old adolescents residing in three regions of Chile: effectiveness and microbiological host implications

IntroductionGastric cancer is a major global health concern, being the final stage of a long-term process, primarily associated with Helicobacter pylori (H. pylori) infection. Early childhood acquisition of H. pylori...

P-2210. Perinatal Acquisition of Resistant E. coli Alters the Gut Microbiome in a Murine Model

Abstract Background Maternal and neonatal colonization by pathogenic E. coli, particularly extended-spectrum beta-lactamase producing E. coli (ESBL-EC), heightens the risk of invasive infections in infants, complicating treatment and increasing morbidity. We developed a mouse model of perinatal transmission to explore this by first comparing the transmission rate among commensal E. coli strains, the pan-sensitive uropathogenic E. coli strain, UTI89, and four clinical ESBL-EC strains. We then determined the impact of early life acquisition of these strains on the mouse pup intestinal microbiome through sequencing analysis. Figure 1 Proportion of pups colonized by each indicated strain, Sample sizes are for 24h and Day 7, respectively. The two control animals were not received no intervention. Methods Pregnant dams were inoculated with control or test strains one week prior to expected delivery date. Fecal pellets were collected and plated on selective agar to determine burden of colonization. Pups were born without intervention and sacrificed 24h or 7 days later, large intestines were collected, and bacterial transmission was quantified using selective agar. DNA was extracted and the V3-V4 region of the 16s rRNA gene was amplified for next generation sequencing. Figure 2 Microbiome analysis was conducted on dam fecal pellets and pup large intestines. Mean relative abundance of top 26 taxa is shown for dam stool before birth, and 24h and 7-day old pup large intestines. Control is no dam manipulation, MG1655 and ST6438 are non-pathogenic, pan-sensitive E. coli and UTI89 is a pan-sensitive uropathogenic E. coli strain. Results While all strains adequately colonized the pregnant dam’s intestinal tract, only UTI89, ESBL-EC ST5, ST10, ST511, and the commensal ST6438 were transmitted to pups. ST511 and ST10 yielded colonization at both 24h and day 7 (Figure 1). Figure 2 shows the mean relative abundance of microbiota taxa in dam stool and pup intestines at 24h and 7 days old. As expected, pups born to dams colonized with E. coli had at least some Escherichia at 24h. However, at day 7, ESBL-EC ST10, ST511 and ST809 had higher Escherichia abundance than control strains, and all ESBL-EC strains had lower abundance of Ligilactobacillus, a common commensal, than the control strains. MG1655 and UTI89 pups had no Escherichia present by day 7. The ST511 pup data also suggests that ESBL-EC induced dysbiosis is not due to high maternal abundance and higher inoculation effect on pups, since Escherichia were not seen in a significant abundance in ST511 dams. Conclusion These results suggest that E. coli strains differ in their ability to perinatally transmit, and that ESBL-EC strains more often cause a sustained dysbiosis of the murine gut. Our ongoing work aims to understand the impact of this early life dysbiosis on neonatal development. Disclosures All Authors: No reported disclosures

Early Acquisition of Modal Constructions in Mandarin-Speaking Children

Early Acquisition of Modal Constructions in Mandarin-Speaking Children

The teaching-learning process of children in the context of music as a tool in pedagogical actions: an integrative literature review

Early childhood education is crucial for fostering creativity and promoting cognitive, emotional, and social well-being in children. Music plays a fundamental role in this process, facilitating early language acquisition and communication skills. Using a systematic approach, studies published from 2020 to 2024 were identified and analyzed through databases such as Web of Science, Scopus, and SciELO. Inclusion criteria prioritized research exploring the integration of music into pedagogical practices, highlighting its cognitive, emotional, and social benefits for children. The methodology involved searching for specific keywords and applying Boolean operators to refine searches. After a rigorous screening process, 13 articles were selected for detailed analysis, addressing topics ranging from the impact of music on cognitive development to its application in formal and informal educational programs. Data analysis highlighted music as an effective tool for enriching learning experiences, enhancing language skills, and promoting the holistic development of children, contributing to more inclusive and effective pedagogical practices in early childhood education.

Emotions and individual characteristics on the perception of disruptive behaviours in parents of children with Down syndrome

Objectives Parents of children with Down syndrome face particular challenges. For example, children with Down syndrome often experience behavioural problems. Disruptive behaviours are conducts that frequently results in conflict with peers, family, and authority figures. Family behaviours and emotions significantly influence children’s behaviour. Parents could deal with their children’s disruptive behaviors through emotional intelligence techniques. Emotional intelligence is the ability to recognise, understand, and manage emotions. This study examines the relationship between parents’ emotional intelligence and their perception of their children’s disruptive behaviours in Down syndrome. Methods A sample of 53 parents (40 mothers, M age = 48.11, SD age = 4.62) of children with Down syndrome (M age = 9.58 SD age = 1.93) was formed. Parents answered validated scales about their children’s emotional intelligence and disruptive behaviors. These variables were compared according to the gender of parents and children, and their correlations were analyzed. Results Findings indicate that mothers exhibited higher levels of emotional intelligence than fathers, and that the perception of disruptive behaviors was negatively associated with the emotional intelligence of parents and children’s age (r ≥ 0.27). Conclusions These results highlight the importance of early acquisition of socio-emotional skills and adaptive behaviours to manage daily stressors.

The Impact of Age on Second Language Learning

This research examines the correlation between age and second language acquisition (SLA), emphasizing the Critical Period Hypothesis (CPH) and age-related variations in phonology, grammar, and vocabulary acquisition. The results indicate that younger learners excel in achieving native-like pronunciation and implicit grammar, but adults exhibit advantages in explicit learning and vocabulary acquisition owing to cognitive maturity and metalinguistic awareness. The study underscores the limited validity of the Critical Period Hypothesis, indicating that second language acquisition results are shaped by biological, social, and environmental variables rather than strict age limitations. Practical consequences encompass the necessity for age-specific pedagogical approaches, early language acquisition initiatives, and continuous learning opportunities. Limitations, including a small sample size and cross-linguistic heterogeneity, are recognized, with suggestions for future study to investigate longitudinal effects, cross-linguistic disparities, and the incorporation of neuroscience into second language acquisition studies. By addressing these results, educators and policymakers may more effectively support different learner profiles and improve second language acquisition outcomes across all age groups.

Early number acquisition in bilingual children

Early number acquisition in bilingual children

Neural correlates of phonetic categorization under auditory (phoneme) and visual (grapheme) modalities

This study assessed the neural mechanisms and relative saliency of categorization for speech sounds and comparable graphemes (i.e., visual letters) of the same phonetic label. Given that linguistic experience shapes categorical processing, and letter-speech sound matching plays a crucial role during early reading acquisition, we hypothesized sound phoneme and visual grapheme tokens representing the same linguistic identity might recruit common neural substrates, despite originating from different sensory modalities. Behavioral and neuroelectric brain responses (ERPs) were acquired as participants categorized stimuli from sound (phoneme) and homologous letter (grapheme) continua each spanning a /da/−/ga/ gradient. Behaviorally, listeners were faster and showed stronger categorization of phoneme compared to graphemes. At the neural level, multidimensional scaling of the EEG revealed responses self-organized in a categorial fashion such that tokens clustered within their respective modality beginning ∼150–250 ms after stimulus onset. Source-resolved ERPs further revealed modality-specific and overlapping brain regions supporting phonetic categorization. Left inferior frontal gyrus and auditory cortex showed stronger responses for sound category members compared to phonetically ambiguous tokens, whereas early visual cortices paralleled this categorical organization for graphemes. Auditory and visual categorization also recruited common visual association areas in extrastriate cortex but in opposite hemispheres (auditory = left; visual = right). Our findings reveal both auditory and visual sensory cortex supports categorical organization for phonetic labels within their respective modalities. However, a partial overlap in phoneme and grapheme processing among occipital brain areas implies the presence of an isomorphic, domain-general mapping for phonetic categories in dorsal visual system

Auditory temporal order and speech perception in late talkers

Abstract Background Auditory temporal processing skills to perceive rapid changes in intensity, duration, and frequency of sounds over time are essential for early spoken language acquisition and speech perception. This study aimed to assess auditory temporal order and speech perception in late talkers. Methods Fifty children (25 with late-talking and 25 with typical development) aged 7 to 9 years were included in the study. All subjects had typical audiometric thresholds between 125 Hz and 8 kHz (≤ 20 dB HL) and no middle ear pathology. The frequency pattern test, duration pattern test, and speech intelligibility tests in quiet and noise conditions were used to assess auditory temporal order and speech perception. Results Late talkers performed lower than typically developing children on tests of frequency pattern, duration pattern, and speech intelligibility in noise (p < 0.05). When the correlations between the tests used were calculated, there were correlations between the tests for both groups. Conclusions The results indicate that children who talk later than their typically developing peers in the early years of life may have difficulties with some auditory processing skills, even if they catch up with their typically developing peers in speech and language skills in middle childhood. Thus, it is very crucial to monitor auditory processing skills as well as speech and language skills in late talkers.

Estimated total amyloid burden from 18F-florbetaben PET predicts all-cause mortality in light-chain cardiac amyloidosis.

The positron emission tomography (PET) tracer 18F-florbetaben is a promising diagnostic tool for light-chain cardiac amyloidosis (AL-CA). A greater cardiac uptake might signal more amyloid burden and a worse outcome. We aimed to assess the prognostic significance of 18F-florbetaben uptake in AL-CA. Consecutive patients with AL-CA underwent 18F-florbetaben PET scans. Total amyloid burden (TAB; calculated as mean standardized uptake value multiplied by molecular volume) was assessed in the left and right ventricles (LV/RV) in early (5-15') and late (50-60') acquisitions. The endpoint was all-cause mortality. Forty patients (median age 69 years, 73% males, Mayo 2004 stage III in 80%) underwent 18F-florbetaben PET with a median time from tissue biopsy of 21 days (interquartile range, IQR 7-83). Late LV TAB, but not early LV TAB, correlated with N-terminal pro-BNP (NT-proBNP) and hs troponin T. Over 13 months after the PET scan (IQR 5-21), 65% of patients died. A late LV TAB ≥273 cm3 (cut-off derived from spline curve analysis) predicted 18- and 24-month all-cause mortality independently from baseline variables, including NT-proBNP, hs-troponin T, and Mayo 2004 stage. Late RV TAB ≥135 cm3 independently predicted 18- and 24-month all-cause mortality. Patients with both late LV and RV TAB ≥cut-offs had a shorter survival than those with only LV TAB ≥cut-off and those with TAB in both ventricles <cut-offs (Log-rank 16.52, p<0.001). 18F-florbetaben PET imaging offers valuable prognostic information in AL-CA. Values of late TAB measured in the LV and RV are strong predictors of all-cause mortality.

The Healthy Oral Microbiome: A Changing Ecosystem throughout the Human Lifespan.

Microorganisms have co-evolved with a variety of plants and animals, developing complex symbiotic relationships with their hosts and the environment. The diversity of symbionts acquired over time help their hosts to adapt, survive, and evolve more rapidly and efficiently, improving fitness across the lifespan. Understanding these synergistic relationships between humans and their endogenous microbiota may provide valuable information on human physiology and on potential mechanisms associated with the onset of diseases. This review summarizes current data on the composition and functionality of the predominant taxa of the healthy oral microbiome across different ages and habitats within the oral cavity, critically pointing out the inconsistency of methodologies for microbiological analysis and what still needs to be validated. We discuss how early acquisition and establishment of the oral microbiome are influenced by factors such as delivery type and feeding practices, and how adolescence marks a phase of significant shifts in the oral taxa due to hormonal and behavioral transitions. During adulthood, the healthy oral microbiome may acquire multistable signatures, shaped by genetic and environmental factors, while minor changes in core microorganisms are observed in the healthy aging populations. Overall, evidence shows that the oral microbiome is a complex ecosystem, continuously modulated by several factors, since its early acquisition through adulthood and into old age. Fluctuations do happen, but a resilient core community will persist over time in most humans to maintain homeostasis. Future challenges of microbiome research will rely on our ability to define multiple age-related healthy oral microbiomes across populations, so that oral dysbiosis can be detected and managed in advance. In this context, standardization of data acquisition and analysis, as well as improvements in multidisciplinary clinical diagnosis of oral health, must be pursued for a better comprehension of the balanced host-microbiome interaction.

Implementation of Internasional-Based Curriculum Alfa and Friends to Development Early Childhood Language

Early childhood education plays a vital role in language development, which is essential for children’s overall growth and future success. This research aims to describe the implementation of an international curriculum to support language development. Using a qualitative approach, data were collected through interviews with the teacher and a class teacher, observations involving 17 children, and document analysis including lesson plans and student assignments. Thematic analysis was conducted to fully interpret the data collected. The results show the curriculum stimulates language development in children. The study highlights the importance of innovative and interactive methods, these findings have important implications for curriculum design, encouraging the adoption of similar approaches to improve children's early language acquisition and holistic development.

The impact of sociodemographic variables in early reading acquisition

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.

Neural Signatures of Word Learning During Adult-Child Interactions

Abstract Early language acquisition relies on the successful communication of specific word meanings when speaking or encoding labels. Here, we tested for evidence of this communication within the parallel functional neural activation that occurred for adults and children as unfamiliar objects were labelled by the caregiver. Measuring event-related hemodynamic responses with functional near-infrared spectroscopy (fNIRS) simultaneously recorded from both individuals, we compared cortical responses that were time-locked to spontaneous instances of object labelling during openly structured interactions. Most notably, children’s responses differed between words learned and not learned in the right posterior temporal cortex, with relatively greater positive activation when children were not learning. The findings bear relevance to investigations of coordination between speakers and listeners during word-learning interactions.

A Philosophical Understanding of the Arabic Language Acquisition Process in Early Childhood: A Philosophy of Language Perspective and its Implications for Teaching Methods

This research examines the application of philosophy of language in early childhood Arabic language acquisition, focusing on pragmatics, semantics, and hermeneutics. Using a qualitative approach with descriptive methods, the research involved observations and interviews in three Raudhatul Athfal in Riau Islands. The results showed that the pragmatic approach that integrates real-life contexts, such as role-playing, is effective in improving communication skills. The semantic approach, through the introduction of real object-based vocabulary, strengthens children's understanding of meaning structures. Meanwhile, hermeneutics helps children internalise cultural and religious values through interactive stories and daily prayers. Although challenges such as lack of social environmental support and semantic complexity were encountered, great opportunities emerged through educational technology innovation and community collaboration. This research makes a theoretical contribution in the integration of philosophy of language with Arabic language teaching, as well as offering practical guidance for designing more effective and meaningful teaching methods.

Gross motor delays in infants and young boys with Duchenne muscular dystrophy

Background Duchenne muscular dystrophy (DMD), an X-linked progressive neurodegenerative disorder, is being added to required universal screening programs for newborns in the United States. It is estimated that this will result in around 880 patients presenting at clinics in infancy. Very little is known about the early gross motor abilities in infants and young boys with DMD. Objective Describe the early gross motor skill acquisition in boys in our clinic with DMD. Methods Between the years 2016 and 2024, 90 boys with DMD under the age of 6 years (2 months – 5 years 10 months at their first visit) were evaluated as part of their standard of care during regularly scheduled clinic visits using the using the Bayley Scales of Infant &amp; Toddler Development, Third Edition (Bayley-III). Forty-seven boys were seen in clinic longitudinally with two to six follow up visits for a total of 129 assessments. Results Ninety four percent of the boys with DMD seen in our clinic demonstrated delays in gross motor skills across the age span when compared with normative controls. None of the boys reached a ceiling on the Bayley-III despite being older than the intended age range of the test. Conclusions Our clinic data showed an almost universal gross motor delay in infants and toddlers that did not diminish over time.

Development of Verb Inflectional Complexity in Palestinian Arabic.

This study describes the development of verb inflectional morphology in an urban dialect of Palestinian Arabic (PA) spoken in northern Israel, specifically in the city of Haifa, and explores the effect of language typology on acquisition. We analyzed naturalistic longitudinal speech samples from one monolingual Arabic-speaking girl aged 1;11-2;3 during spontaneous interactions with family members. Initially, truncated forms ("bare stems") were common but disappeared by the end of the study. By age 1;11, the girl was in the proto-morphological stage, displaying clear three-member mini-paradigms. Affixation complexity gradually increased, with adjacent and obligatory suffixes acquired before distant and optional prefixes. The early acquisition of indicative prefixes (b-, m-) preceded the later emergence of complex proclitics (e.g., volitive d-, progressive ʕam), suggesting gradual, systematic morphological acquisition. We propose three principles for the development of PA verb inflection: (a) Adjacency: Affixes adjacent to the base are acquired first. (b) R-salience: Suffixes are acquired earlier than prefixes. (c) Obligatoriness: Obligatory morphemes precede optional ones. These principles predict the girl's morphological development and reflect sensitivity to PA's richly inflecting typology. This study highlights the need for detailed descriptive research that is essential for understanding language acquisition processes and informing assessment tools, intervention programs, and educational curricula for PA-speaking children.

Contraceptives and conditioning: Different profiles of fear and expectancy ratings during fear conditioning and extinction according to menstrual cycle phase and hormonal contraceptive use.

Hormonal contraceptives (HC) such as the oral contraceptive pill (OC) and the hormonal intrauterine device (IUD) have been associated with depressed mood, but research on their role in anxiety is scarce and inconsistent. In a fear acquisition and extinction paradigm, self-report fear, expectancy, and skin conductance responses (SCR) were assessed, along with sex hormone levels. Naturally cycling (NC) participants were measured during the mid-follicular and mid-luteal phases (within subjects, n = 26) and compared with OC (n = 36) and IUD (n = 25) users. IUD users and -participants in the luteal phase showed overall reduced self-reported CS+ vs CS- differentiation compared to the follicular phase and OC use (which both reflect relatively low levels of endogenous gonadal hormones). This overall reduced differentiation in self-reported fear in the luteal phase was attributed to a generalization of fear from CS+ to CS-. NC-individuals with high premenstrual syndrome (PMS) ratings had higher overall fear ratings regardless of cycle phase. For SCR, hormonal status effects were restricted to specific experimental phases during acquisition. SCR to the CS+ was higher at the end of acquisition in the luteal phase compared to the follicular phase, and in OC users during early acquisition (compared to the follicular phase) and mid acquisition (compared to the IUD group). There were no direct associations with sex hormone levels. These findings demonstrate the impact of menstrual cycle and HC use on fear learning and highlight the need for further research that considers different outcome measures across a wide array of menstrual cycle and HC-related characteristics.

METHODOLOGY FOR DEVELOPING LANGUAGE SKILLS IN PRIMARY SCHOOL STUDENTS

Language skills form the foundation of a child's academic success and social development, making their cultivation in primary education a critical focus. This study examines effective methodologies for developing language skills in primary school students, emphasizing strategies that engage young learners and promote active participation in the learning process. The objective of the study is to identify and evaluate innovative teaching methods that enhance early language acquisition, fostering communication, comprehension, and critical thinking skills among students. The methodology adopted includes a mixed-methods approach, combining classroom observations, interviews with educators, and analysis of student performance to gather comprehensive data. Challenges identified include the need for teacher training in creative methodologies and the integration of language development into broader curricula. The study concludes that effective language teaching methodologies can substantially enhance students' linguistic and cognitive abilities. Recommendations include incorporating innovative teaching practices, providing professional development for educators, and conducting further research on technology's role in language skill development. These findings offer valuable insights for educators seeking to improve language education in primary schools.