Children's Early Speech Research Articles

Peran Orang Tua dalam Perkembangan Tindak Tutur Anak Usia Dini

This research discusses the role of parents in the development of early childhood speech acts. The aim of this research is to investigate the role played by parents in the development of early childhood speech acts. This study was carried out using a qualitative approach by collecting data using observation, interviews and document analysis. The research participants consisted of ten families with children aged 3-5 years taken from various social and economic backgrounds. The research results show that the role of parents has a significant impact on the development of children's speech acts, including vocabulary formation, speaking abilities, and social communication patterns. Factors such as parent-child interactions, communication patterns within the family, and the social environment also influence the development of children's speech acts. The implication of these findings is the need for greater attention to the role of parents in supporting early childhood language and communication development through educational programs and social support for families.

Phonological metathesis phenomenon in the early speech of Arabic-speaking children

PurposeThe purpose of this study is to investigate the phonological metathesis phenomenon in the early speech of Arabic-speaking children. Based on analysis of a longitudinal data from 11 children's speech, the study mainly aims at investigating (1) the characteristics/nature of the phonological metathesis process in early child speech and (2) how it is different from adult phonological metathesis. The study explores the causes behind the metathesis phonological process in child speech.Design/methodology/approach This paper explored the phonological metathesis phenomenon based on a longitudinal study of 11 monolingual Arabic speakers of Yemeni-Ibbi Dialect (YIA) and cross-linguistic data from various languages.FindingsThe data analysis showed that metathesis phenomenon in child speech has several characteristics. It occurs at an early age, at 2 years and decreases with age. It was found that metathesis occurs mostly in disyllabic and trisyllabic words or more complex syllabic words, but metathesis rarely occurs in monosyllabic words in children's speech. The results indicated that unlike metathesis in adult speech, metathesis in children's speech occurs in undeliberate, slow, fast speech. The study explored that adjacency of sounds with similar phonological features, the ease of pronunciation, or the sonority effect are the motivations that trigger metathesis phenomenon to occur in child speech.Originality/valueIn the literature, the metathesis phonological process has got a little attention from researchers, and this is due to the rare cases of metathesis and the inconsistency of cases and the occurrence of metathesis. However, there is no consensus among the researchers about the causes of emergence and the occurrences behind the metathesis process. However, this study argues that the metathesis process has unique characteristics in child speech in comparison to adult speech and that there are some causes for metathesis to occur in human speech particularly in children's data such as adjacency of sounds with similar phonological features or sonority effect.

How adults understand what young children say.

Children's early speech often bears little resemblance to that of adults, and yet parents and other caregivers are able to interpret that speech and react accordingly. Here we investigate how adult listeners' inferences reflect sophisticated beliefs about what children are trying to communicate, as well as how children are likely to pronounce words. Using a Bayesian framework for modelling spoken word recognition, we find that computational models can replicate adult interpretations of children's speech only when they include strong, context-specific prior expectations about the messages that children will want to communicate. This points to a critical role of adult cognitive processes in supporting early communication and reveals how children can actively prompt adults to take actions on their behalf even when they have only a nascent understanding of the adult language. We discuss the wide-ranging implications of the powerful listening capabilities of adults for theories of first language acquisition.

Metode Bercerita Bagi Perkembangan Berbicara Pada Anak Usia Dini Di TK Bina Putra Mandiri Cimahi

Storie telling tell to children is an activity that is considered good for early childhood speech development. Speaking is a delivery of ideas through words to others. In addition, speaking can convey how the child feels. The purpose of this study was conducted to see the effect of the storytelling method for the development of speech in children at Bina Putra Mandiri Cimahi Kindergarten. The indicators used in this study are answering greetings, reciting prayers, naming animals, naming parents and telling simple things. This research was conducted in two cycles of meetings. The results showed that the storytelling method can improve children's speaking ability and can increase children's self-confidence.

LEARNING METHOD WHILE PLAYING DALAM MENINGKATKAN VERBAL SMART ANAK

This study aims to find out how the application of the learning method while playing or also called the learning method while playing in improving verbal smart language and speaking skills in early childhood. This study uses a qualitative approach with a case study type. Data collection techniques in the form of observation, interviews, and documentation. Data analysis techniques are carried out systematically starting with data display, condensation, and drawing conclusions. The results of the field research found that the learning process in which the learning while playing method was applied through role playing, playing flash cards, and singing while playing, was able to improve verbal smart children's language and speaking abilities. because the child will easily absorb, remember and get new vocabulary from the surrounding environment. The implication is that there is a need for an approach used by teachers using other game methods that are able to stimulate the development of language and speech in early childhood to optimize children's verbal smarts.

Penerapan Media Boneka Jari Dalam Mengembangkan Kemampuan Berbicara Anak PAUD Mawar Sebambang Sambas

Basically, children are born naturally, and have their own identity. The language that children have is still vulnerable in not being clear. And this needs to be improved for language development towards adulthood. Learning for early childhood should be fun and not boring. So that children are comfortable in the learning process. This study uses a descriptive qualitative research type with the aim of describing the development of early childhood speech skills at PAUD Mawar Sebambang through the medium of finger puppets. The subjects of this study were group A children and the teachers of the Mawar Sebambang PAUD class. Data collection techniques used in this study are observation, interviews, and documentation. The results of research on the application of finger puppet media in developing the speaking skills of early childhood at Mawar Sebambang PAUD show that children are more active when learning activities, especially speaking activities with finger puppet media. It is easier for teachers to interact with children when using finger puppet media as a support in the process of learning activities.

HUBUNGAN ANTARA KEGIATAN ANAK PADA BERMAIN PERAN MIKRO DENGAN KETERAMPILAN BERBICARA ANAK USIA DINI

One way to improve children's speaking skills is through the use of activities known as micro role playing. A quantitative research approach was taken in this study. This study uses a correlational approach to examine the relationship between children's activities in micro role playing (X) and early childhood speech skills (Y). Finding a link between the two is the focus of this research. The strength of this relationship can be measured by the correlation coefficient, and its statistical significance can be determined by looking at the numbers. The research results show that; first, children's activities in micro role playing in group B RA Al-Wafi Bandung obtained an average value of 86. This value is in the interval 80-100 with a very good interpretation. This means that the children's activities in micro role playing in group B RA Al-Wafi Bandung have very good qualifications. Second, the speaking skills of early childhood in group B RA Al-Wafi Bandung obtained an average value of 76. This number may be reasonably interpreted as being within the range of 70–79. This indicates that the proficiency levels of group B RA Al-Wafi Bandung's preschoolers in the use of the English language are high. Third, in group B at RA Al-Wafi Bandung, there is a reasonably strong to moderate association between children's involvement in micro role acting and their early childhood speaking abilities

Correlation Between Parental Knowledge About Stimulation and Speech Development in Children Aged 5-6 Years in RW 03 Air Tawar Barat Village

The background of this research is the low development of speech in children, this can be seen from the fact that there are still many children who have not said sorry after making a mistake, have not said thank you and have not used the word please when asking for help. This study aims to: “1) Describe parents' knowledge about stimulation in children aged 5 to 6 years in RW 03 Air Tawar Barat Village. 2) To describe the development of speech in early childhood in RW 03, Air Tawar Barat Village. 3) Knowing the relationship between parents' knowledge about early childhood stimulation and speech development in children aged 5-6 years in RW 03, Air Tawar Barat Village.” The method used in this study is a quantitative approach with a correlational type. The population in this study were mothers who had children aged 5-6 years in RW 03 Kelurahan Air Tawar Barat, totaling 56 people. Sampling used by researchers is Cluster Random Sampling. The data collection technique used was a questionnaire. Data analysis techniques use percentage formulas and Product Moment. The results showed that: 1) The description of parents' knowledge about stimulation in RW 03 Kelurahan Air Tawar Barat was categorized as starting to develop. 2) An overview of the development of speech in children aged 5-6 years in RW 03 Kelurahan Air Tawar Barat is categorized as starting to develop well. 3) There is a significant relationship between parents' knowledge about stimulation and the development of speech in children aged 5-6 years in RW 03, Air Tawar Barat Village.

Implementation of the Five Language Continuum in the Development of Early Childhood Speech Skills

Early childhood is a golden age where children will grow and develop rapidly, so aspects of their development must be maximized. One of the components of language development is speaking. This study aims to describe the application of the Five Language Continuum in realizing Early Childhood Speaking Ability at Kindergarten Khadijah Wonorejo Surabaya. The research method was carried out qualitatively using a descriptive approach. The respondents were the children of Kindergarten Khadijah Wonorejo Surabaya and their teachers. Data collection techniques in this study are observations, interviews, and documentation. The data analysis techniques in this study were used by Miles and Huberman, namely data reduction, data visualization, and conclusion. The main result of this study is that children’s speaking skills are significantly developed by applying the five continuum languages. The main conclusion of this study is the application of the five language continuity, which is very helpful in development. This study’s main conclusion is that applying the five language continuums helps develop children’s speaking skills.

Effects of face masks and acoustical environments on speech recognition by preschool children in an auralised classroom

The potential impact of mask-wearing specifically on early-childhood speech and language development in classrooms has not been widely reported yet, although face masks are compulsory even in educational settings during the COVID-19 pandemic. This study investigated the combined effects of face-mask usage (no mask, surgical and KF94 masks) and room acoustics (RT 0.6 s and 1.2 s, SNR 12 dB and 22 dB) on speech recognition (KS-MWL-P) in preschool children (N = 67) in realistic classroom-acoustic settings using the auralisation technique.The face mask and reverberation time affected pre-schoolers’ speech recognition scores. Reducing RT in the classroom improved the pre-schoolers’ speech recognition that was reduced by face masks. Children aged 4 and 5 years were affected by face masks and RT more significantly than children aged 6 years.Appropriate room acoustics for classrooms and clear speech of teachers are recommended for better speech recognition in preschool, where pre-schoolers’ language and speech development usually occur.

The role of frequency in language acquisition: input-output relationship

Children acquire the language system very fast and rather easily due to their sensitivity to lexical and grammatical structures and their distribution. Additionally, a stable distribution of linguistic structures in the input could help children to recognize these structures. We are aware of the fact that in many languages children start with nouns followed by verbs, therefore the distribution of the main parts of speech could signal important information about the syntactic structure of the early child speech.
 The primary aim of this study is to investigate the frequency distribution of parts of speech in child speech and input in Lithuanian. The analysis focuses on nouns, verbs, adjectives, adverbs, and pronouns, as these are the main elements constructing the syntactic relations of the utterance. The Lithuanian corpora have been studied that included the data of two children of different sex and their input. The main findings come from the analysis of the data of approximately one year (from the age of 1;7 to 2;8) and demonstrate an interesting result: a high degree of stability in the distribution of the target categories in the input data and a close correlation between input and output in later stages of children’s language development.

Communication with diminutives to young children vs. pets in German, Italian, Lithuanian, Russian, and English

This contribution is dedicated to Steven Gillis with whom we have collaborated since the nineties within the “Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition” on both child speech (CS) and child-directed speech (CDS) and also about the development of diminutives (DIMs). We investigate parallels in the use of DIMs and of hypocoristics (HYPs) between CDS and pet-directed speech (PDS), whereas CS is only marginally dealt with. When relevant, also adult-directed speech (ADS), written or oral (especially from electronic corpora, wherever available) will be compared. The presuppositions of this investigation will be stated at the beginning of the Introduction (§ 1). This involves several innovations (beyond descriptions of new data), when compared with existing literature, relevant to theoretical and typological problem areas. We will show that also in DIMs and HYPs used in CDS and PDS semantics only plays a partial or even marginal role when using more DIMs to communicate with young children and young and/or small pets, because it is more relevant that both younger and smaller pets are emotionally closer to us, which is again a pragmatic factor. In regard to language typology, we will apply our concepts of morphological richness and productivity, as argued for and supported in our previous publications, to CDS and PDS and show that richer and more productive patterns of DIM formation of a language also have a typological impact on more frequent and more productive use both in CDS and PDS. We will also apply our concepts of grading morphosemantic transparency/opacity, as argued for and supported in our previous publications, and we start to show, as already shown for CS, that also in CDS towards young children (and similarly in PDS) more morphosemantically transparent DIMs are used than in ADS. This is also connected to their predominantly pragmatic meanings in CDS and PDS (obviously not exclusively pragmatic as in early CS). The languages and authors were selected according to who among the participants in the Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition had CDS and PDS available, plus Elisa Mattiello who has collected English and Italian PDS data.

Exploring the Teaching of Language Variation Use from Early Children's Acquisition at School

The purpose of this study was to look at language variations in early childhood speech at school. The method used in this research was descriptive qualitative. The subjects of this study were early childhood children at one of the Kindergarten school located in the city of Pematangsiantar. Language acquisition is obtained through the language of parents, as well as language in school and in the environment. The variety of languages obtained can be varied, the subjects studied used children as research subjects with different family backgrounds, there was a mixture of Batak Karo and Simalungun tribes, Batak Toba and Batak Karo, Batak Toba with Nias, Javanese with Batak. In early childhood, it is very easy to absorb language and it is easy to imitate the language obtained from parents, the environment and school so that the language used by children can vary. Data collection was carried out using the conversational and observational method of observing. The results obtained are that these five variations appear with various background factors. Dialect variations began to be used along with the development of his age at an early age, so that the acquisition of the language has begun to show its uniqueness.

Audiovisual synchrony detection for fluent speech in early childhood: An eye-tracking study.

During childhood, the ability to detect audiovisual synchrony gradually sharpens for simple stimuli such as flashbeeps and single syllables. However, little is known about how children perceive synchrony for natural and continuous speech. This study investigated young children's gaze patterns while they were watching movies of two identical speakers telling stories side by side. Only one speaker's lip movements matched the voices and the other one either led or lagged behind the soundtrack by 600 ms. Children aged 3-6 years (n= 94, 52.13% males) showed an overall preference for the synchronous speaker, with no age-related changes in synchrony-detection sensitivity as indicated by similar gaze patterns across ages. However, viewing time to the synchronous speech was significantly longer in the auditory-leading (AL) condition compared with that in the visual-leading (VL) condition, suggesting asymmetric sensitivities for AL versus VL asynchrony have already been established in early childhood. When further examining gaze patterns on dynamic faces, we found that more attention focused on the mouth region was an adaptive strategy to read visual speech signals and thus associated with increased viewing time of the synchronous videos. Attention to detail, one dimension of autistic traits featured by local processing, has been found to be correlated with worse performances in speech synchrony processing. These findings extended previous research by showing the development of speech synchrony perception in young children, and may have implications for clinical populations (e.g., autism) with impaired multisensory integration.

THE EFFECT OF STORYTELLING AND SOCIAL SKILLS METHODS ON SPEAKING SKILLS AGE 5-6 YEARS AT PAUD RA AL-MAHIR PERCUT SEI TUAN

Research it aims to: (1) MKnowing the difference in the speaking ability of children taught by the storytelling method compared to children taught using the conversation method; (2) Knowing the difference in speaking ability of children with high social skills and children with low social skills; and (3) Knowing the interaction of learning methods and social skills in influencing early childhood speech skills.The sample in this study is children in grades B1 and B2 as many as 32 students. Collecting data in this study used the observation guidelines for social skills and observation guidelines for early childhood speaking skills. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1)There is a significant difference between the children's speaking skills taught by the storytelling method compared to the conversational method (Fcount = 26.925 and sig. 0.000> 0.05); (2) The speaking skills of children who have high social skills are higher than those who have low social skills (Fcount = 11.867 and sig. 0.043> 0.02); and (3) There is an interaction between learning methods and social skills in influencing children's speaking skills (Fcount = 13.618 and sig. 0.001> 0.05)

Training targets better early years communication

Norwich invests in Communication Champions training to develop the skills of practitioners in supporting children's early speech and language development

Meningkatkan Kemampuan Bicara Anak Usia Dini Melalui Pembelajaran Menggunakan Media Wayang Modern Karakter Animasi Lucu

One of the developments experienced by early childhood is the ability to speak and speak the language. This can be stimulated by using learning media that can generate children's interest in learning. Modern wayang is a learning medium that can improve children's speaking and language skills. The purpose of this study was to determine the improvement of early childhood speech skills using modern wayang media. This research is qualitative descriptive research. The subjects in this study were children in the Ngaliyan District of Semarang. The results of this study are that children's language skills, creativity and innovation increase after being given learning through modern puppet media. Improved children's abilities include listening, responding to comments, speaking more clearly, sorting ideas, discussing and expanding vocabulary.

Parental Awareness of Early Intervention for Hispanic Children with Communication Disorders

Purpose: Children at risk of delayed speech and language development and speech-language disorders come from a broad range of demographic backgrounds, including ethnicities, sexes, and socioeconomic statuses. A vast body of research in speech-language pathology has demonstrated that early intervention is crucial for helping children acquire the necessary communication skills they need to become effective communicators, successful students, and ultimately accomplished adults. Currently, commercials, billboards, online sources, and personal referrals are the methods most often used to promote awareness of early childhood intervention services. Method: This study aimed to identify whether the current promotional methods used to increase parental awareness of early childhood speech therapy intervention are effective in the Hispanic population in South Texas. A total of 299 parents and guardians recruited from 18 Head Start programs took part in the survey study. The 18-item Early Intervention Parental Awareness Questionnaire was utilized to assess the participants’ level of awareness. Results: The results of this study suggest face-to-face interaction is needed to increase awareness of services for early childhood intervention amongst the Hispanic population. Conclusion: These findings support the need for increasing recognition of the value of early intervention for children with communication disorders amongst the Hispanic population.

The Relationship Between the Family Communication and Talking Early Children at the Pisang Village Kinali Districts Pasaman Barat

This research was motivated by the low speaking ability of early childhood in Pisang Village, Kinali District, Pasaman Regency. It is suspected that one of the reasons is because the communication applied in the family is not quite right. This study aims to: 1) describe the communication that occurs in the family; 2) describe early childhood speech skills; and 3) looking at the relationship between communication within the family and the speaking ability of aged children in Pisang Village, Kinali District, West Pasaman Regency. This research is correlational quantitative research. The population in this study were 26 housewives who had children aged 4-5 years. The sample amounted to 19 people with sampling using a simple random sampling technique. The data collection technique used a questionnaire and a check for the observation of the development of speech in early childhood. The data obtained were analyzed using descriptive analysis and the correlation formula of the Sperman Rho correlation. The results of this study indicate: 1) the communication that occurs within the family in Pisang Village is in the wrong category; 2) the speaking ability of early childhood in Kampung Pisang is still low; and 3) there is a significant relationship between communication within the family and the speaking ability of early childhood in Pisang Village, Kinali District, West Pasaman Regency. Research suggestions are: 1) it is hoped that the family can implement good, dynamic, intensive, and harmonious communication with children, to improve their speaking ability in children; and 2) it is hoped that further researchers will be able to examine other variables that affect the development of children's self-speech abilitiesKeywords: communication, speech application, early childhood, family education

Vowel Context Effects on Consonant Repetition in Early Words

Purpose Consonant repetitions within words are a well-attested speech error pattern in children's early speech acquisition. We investigated the role of intervening vowel context in understanding speech forms containing consonant repetitions in early words. Intrasyllabic consonant-vowel (CV) sequences within consonant-vowel-consonant (CVC) and consonant-vowel-consonant-vowel (CVCV) forms containing consonant repetitions were analyzed to evaluate whether children's lack of independent movement control for the tongue in word-level sequences might contribute to these observed speech patterns. Method Spontaneous speech data produced by 10 typically developing children learning American English were analyzed longitudinally from the onset of word use to 36 months. Overall patterns and word shape effects for nine CV combinations occurring in their CVC and CVCV word shapes that contained repeated nonadjacent consonants and the intervening vowel were analyzed. Results Three CV combinations-coronal-front vowel, labial-central vowel, and dorsal-back vowel-occurred at above-chance levels. Preference for these CV patterns was strong in CVCV but not in CVC word shapes. These CV combinations occurred frequently at all time periods analyzed for CVCV's while decreasing across time for CVC's. Conclusions Analysis of intrasyllabic patterns within word forms containing consonant repetitions revealed that consonant repetitions in many early words occurred at above-chance levels in the context of articulatorily compatible vowels. Results suggest that children's production system capacities are an important contributing principle accounting for vowel context effects within word forms containing consonant repetitions during earliest speech acquisition.