Language Development In Children Research Articles

Evaluating structure and content of parent-implemented early logopaedic intervention models following the three stages of communicative development in children with cleft lip and/or palate: Systematic literature review with narrative synthesis.

The development of communication, speech and language follows three stages (development of the parent-child relationship, interactions and actual speech and language acquisition). Children born with cleft lip and/or palate are at increased risk of communicative problems while parents may be going through an emotionally difficult time. Early parent-implemented logopaedic intervention that supports both parents and child is important. Three systematic reviews have examined the effects of early speech and language interventions, but not their structure and content. To investigate which early parent-implemented logopaedic interventions already exist for children with cleft lip and/or palate, and to evaluate their structure, content and time of onset against the three stages of communicative development. Six databases (PubMed, Embase, Web of Science, APA PsycInfo, Cinahl and Scopus) were searched between inception and 31 March 2023 to identify published articles that reported early parent-implemented logopaedic interventions in children with cleft lip and/or palate, aged 0 to 3 years, clearly describing the strategies used to train parents. Two authors independently assessed the eligibility of the studies. Quality assessment was conducted using the Physiotherapy Evidence Database quality assessment tool, Single-Case Experimental Design tool and the National Institutes of Health pre-post-study tools. The structure and content of the interventions were analysed taking into account the needs and difficulties of both the parents and the child according to the three stages of communicative development. The systematic literature search identified four studies that met the inclusion criteria. Three of them had a Level of Evidence III and one study had a Level of Evidence IV. Strategies appropriate for Stage 1 of communicative development (parent-child relationship) are well represented in only one study, but the psychosocial needs of parents are currently not included in these programmes. However, research shows that parental emotional difficulties can adversely impact a child's communicative development. Strategies appropriate for Stage 2 (promoting social interactions) are better represented. However, strategies appropriate for Stage 3 (acquiring correct speech and language patterns) are most represented in all intervention programmes. Three out of four intervention programmes focus on Stage 3 (actual speech and language stimulation). Stage 1 is underrepresented and the psychosocial needs of parents are currently not included in existing intervention programmes. Further research is needed in close collaboration with psychologists to construct a comprehensive, longitudinal, developmentally appropriate intervention programme that equally represents the three stages of communicative development and considers the psychosocial needs of parents. What is already known on the subject Children with cleft lip and/or palate are at increased risk of speech and language problems from birth. Parents of these children often have emotional problems following their child's diagnosis. The effectiveness of early intervention to facilitate the child's speech and language development has already been proven. Early intervention is recommended for both parents and child, but little is known about early parent-implemented logopaedic interventions that also provide psychosocial support for parents. What this paper adds to existing knowledge This review has shown that existing early parent-implemented logopaedic interventions for children with cleft lip and/or palate focus mainly on facilitating responsive interactions and actual speech and language development (Stages 2 and 3 of communicative development). However, Stage 1, where the parent-child relationship develops, is currently not included, even though this stage is a prerequisite of subsequent stages. If parents are struggling with emotional problems (following their child's diagnosis) this can negatively impact their mental health, the parent-child relationship, attachment and their child's development. What are the potential or actual clinical implications of this work? A clinical implication of the findings in this review is that more attention should be paid to Stage 1 of communicative development in early parent-implemented logopaedic interventions. By working closely with the psychologist of the cleft (and craniofacial) team, any psychosocial needs of the parents can be included in the counselling. As a result, the parents and their child are seen and supported as a unit and the parent-child relationship can develop optimally.

An interactive shared Reading intervention designed for preverbal infants: A feasibility study exploring early language and cognitive development

An interactive shared Reading intervention designed for preverbal infants: A feasibility study exploring early language and cognitive development

Parental linguistic support in a home environment is associated with language development of preschool-aged children.

In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains. Between April 2019 and March 2020, 164 children aged between 2.5 and 4.1 years and their parents were recruited via daycare centres in Helsinki. Information on how frequently parents read, told free stories and sang to their children was collected. The children's lexical and grammatical skills and general language ability were assessed using validated instruments. More frequent reading, storytelling and singing were all separately associated with higher-level expressive lexical and general expressive language ability. More frequent reading and storytelling were also associated with higher-level phonological skills. Only reading was associated with receptive skills. The regression analyses revealed that reading had the highest explanatory value for lexical and general language ability after controlling for the effect of background factors. Furthermore, storytelling had the highest explanatory value for grammatical skills. The results highlight the benefits of parental reading. However, broad use of all parental linguistic activities is recommended to support the development of children's different language domains.

Background TV and infant-family interactions: Insights from home observations.

Background television has been found to negatively impact children's language development and self-regulatory skills, possibly due to decreased parent-child interactions. Most of the research on the relationship between background TV and caregiver-child interactions has been conducted in laboratory settings. In the current study, we conducted home observations and investigated whether infants engage in fewer interactions with family members in homes where background TV is more prevalent. We observed 32 infants at the ages of 8, 10, and 18months in their home environments, coding for dyadic interactions (e.g., parent talking to and/or engaging with the child), triadic interactions (e.g., parent and infant play with a toy together), and infants' individual activities. Our findings revealed that background TV was negatively associated with the time infants spent in triadic interactions, positively associated with time spent engaging in individual activities, and not significantly related to the time spent in dyadic interactions. Apart from the relationship between background TV and individual activity time at 8months, these associations remained significant even after accounting for families' socioeconomic status. These findings imply a correlation between background TV exposure and caregiver-infant-object interactions, warranting a longitudinal analysis with larger sample sizes.

Heart-to-heart: infant heart rate at 3 months is linked to infant-directed speech, mother–infant interaction, and later language outcomes

IntroductionPrevious studies underscore the importance of speech input, particularly infant-directed speech (IDS) during one-on-one (1:1) parent–infant interaction, for child language development. We hypothesize that infants’ attention to speech input, specifically IDS, supports language acquisition. In infants, attention and orienting responses are associated with heart rate deceleration. We examined whether individual differences in infants’ heart rate measured during 1:1 mother–infant interaction is related to speech input and later language development scores in a longitudinal study.MethodsUsing a sample of 31 3-month-olds, we assessed infant heart rate during mother–infant face-to-face interaction in a laboratory setting. Multiple measures of speech input were gathered at 3 months of age during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were assessed in the same children at 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI).ResultsTwo novel findings emerged. First, we found that higher maternal IDS in a 1:1 context at home, as well as more mother–infant conversational turns at home, are associated with a lower heart rate measured during mother–infant social interaction in the laboratory. Second, we found significant associations between infant heart rate during mother–infant interaction in the laboratory at 3 months and prospective language development (CDI scores) at 30 months of age.DiscussionConsidering the current results in conjunction with other converging theoretical and neuroscientific data, we argue that high IDS input in the context of 1:1 social interaction increases infants’ attention to speech and that infants’ attention to speech in early development fosters their prospective language growth.

Analisis Perkembangan Sosial Emosional Anak pada Usia 3-4 Tahun

This study aims to gain an in-depth understanding of the social-emotional development of children aged 3-4 years. A qualitative descriptive approach was used to explore social interactions, emotional regulation, and language development of children in their everyday contexts. The research methods involved direct observation, interviews with parents, and participatory observations during children's play activities. The collected data were analyzed using a thematic approach to identify patterns and key themes. The findings of the study revealed that children aged 3-4 years show a growing interest in interacting with peers. They begin to learn simple rules of group play and demonstrate the ability to share toys. Children's language skills also undergo significant development, as they are able to use longer and more complex sentences and express their feelings and thoughts through words. Furthermore, children at this age start developing self-awareness, recognizing their own identities, and understanding their roles within a group. They also begin to learn emotional regulation, although they may still struggle with controlling rapid mood changes. The capacity for empathy also begins to develop, as children show concern for injured or sad peers. This study provides a deeper understanding of the social-emotional development of children aged 3-4 years. The implications of these findings can inform early childhood education and care approaches, emphasizing the importance of positive social interactions, healthy emotional regulation, and the development of empathy skills during this period.

Name Wheel Application through Basic ABC Games for Children's Language Development

Early childhood is an important period for language development. Indonesia, which is still a developing country, still needs to make efforts to improve children's language skills. This research aims to describe the application of the Name Wheel through Basic ABC Games for Children's Language Development. Using a qualitative descriptive approach with participants aged 4 - 5 years, totaling 12 children consisting of 6 boys and 6 girls who were directly involved in the learning. The results of the research show that the development components of language comprehension abilities, in general, begin to grow based on observations made after children play the Basic ABC game using wheel names. A child's ability to pay attention to and understand the instructor's instructions after the spinning wheel stops is one sign that the child has improved their understanding of language. Apart from that, children can also understand the rules when playing the game. It is hoped that this research can help teachers to always innovate in designing learning for children based on children's developmental achievements. Keywords: children's language development, application of the name wheel, basic ABC games

Establishing guidelines for MLU measurement in an agglutinating language: An illustration of Georgian

This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for calculating Georgian MLU was developed based on the analysis of a longitudinal corpus of two Georgian-speaking children aged 12–35 months. This was supported by the findings of previous studies on Georgian acquisition. Furthermore, the guidelines were used to compare MLU in morphemes (MLU-m) with MLU in words (MLU-w) and MLU in syllables (MLU-s) to determine the most suitable method for assessing morphological development in Georgian. These results indicate that MLU-m closely aligns with the description of language development in Georgian children. MLU-s is useful for demonstrating early linguistic development, while MLU-w correlates with age but does not capture changes within words over time. Further testing on a larger corpus is needed to refine the guidelines for more accurate assessment of Georgian-speaking children.

Language development in sensorineural hearing loss children using hearing aids .

Language development in sensorineural hearing loss children using hearing aids .

[Analysis of language and influencing factors of children with speech disorder in Beijing].

Objective: To investigate the features and influencing factors of language in children with various types of speech disorders. Methods: A case-control study was carried out, 262 children with speech disorder had been diagnosed at the language-speech clinic of the Center of Children's Healthcare, Children's Hospital, Capital Institute of Pediatrics from January 2021 to November 2023, the children with speech sound disorder as the speech sound disorder group, the children with developmental stuttering as the stuttering group. There were 100 typically-developed children who underwent physical checkups at the Center of Healthcare during the same period as the healthy group. All children experienced a standardized evaluation of language with diagnostic receptive and expressive assessment of mandarin-comprehensive(DREAM-C) and questionnaire, One-way ANOVA and LSD test were conducted to compare the differences in overall language, receptive language, expressive language, semantics, and syntax scores among 3 groups of children. According to the results of DREAM-C, the children with speech disorder were divided into language normal group and language delay group. Chi-square test and multivariate Logistic regression were implemented to analyze the association between the linguistic development of children with speech disorder and potential influential factors. Results: There were 145 children in the speech sound disorder group, including 110 males and 35 females respectively, with an age of (5.9±1.0) years; 117 children in the stuttering group, including 91 males and 26 females, with an age of (5.8±1.0) years; 100 children in the healthy group, including 75 males and 25 females, with an age of (5.7±1.2) years. The variations in overall language, expressive language, and syntax scores among 3 groups of children were statistically significant (92±18 vs.96±11 vs. 98±11, 81±18 vs. 84±14 vs. 88±13, 87±16 vs. 89±11 vs. 91±10, F=5.46, 4.69, 3.68, all P<0.05). Pairwise comparison revealed that the speech sound disorder group had lower scores in overall language, expressive language, and syntactic compared to the healthy group, and the differences were statistically significant (all P<0.01) and the overall language score was lower than that of children with stuttering (P<0.05). In terms of overall language and expressive language, there was a statistically significant difference in the incidence of language delay among the three groups of children (15.9% (23/145) vs. 20.5% (24/117) vs. 7.0% (7/100), 46.2% (67/145) vs. 39.3% (46/117) vs. 26.0% (26/100); χ2=7.93, 10.28; both P<0.05). In terms of overall language, the stuttering group took up the highest proportion. In terms of expressive language, the speech sound disorder group accounted for the highest amount. The incidence of language delay in children with speech disorder was 44.3% (116/262). Non-parent-child reading, daily screen time ≥1 hour and screen exposure before 1.5 years of age are risk factors for the development of language in children with speech disorder (OR=1.87, 2.18, 2.01; 95%CI 1.07-3.27, 1.23-3.86, 1.17-3.45; all P<0.01). Negative family history are protective factors for the progress of language ability (OR=0.37, 95%CI 0.17-0.81, P<0.05). Conclusions: Children with speech disorder tend to have easy access to language delay, especially in expressive language and syntax. The occurrence of language delay in children with speech disorder is tightly connected with factors such as the family medical history, parent-child reading, screen time, etc. Attention should be paid to the development of language in children who suffer from speech disorder.

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.

The Predictability of Naturalistic Evaluation of All-Day Recordings for Speech and Language Development.

The study aimed to investigate the predictive potential of language environment and vocal development status measures obtained through integrated analysis of Language ENvironment Analysis (LENA) recordings during the prelinguistic stage for subsequent speech and language development in Korean-acquiring children. Specifically, this study explored whether measures from both LENA-automated analysis and human coding at 6-8 months and 12-14 months of age predict vocabulary and phonological development at 18-20 months. One-day home recordings from 20 children were collected using a LENA recorder at 6-8 months, 12-14 months, and 18-20 months. Both LENA-automated measures and measures from human coding were obtained from recordings at 6-8 months and 12-14 months. The number of different words, consonant inventory, and utterance structure inventory were identified from recordings of 18-20 months. Correlation and multiple regression analyses were performed to investigate whether measures related to early language environment and child vocalization at 6-8 months and 12-14 months were predictive of vocabulary and phonological measures at 18-20 months. The results showed that the two main LENA-automated measures, conversational turn count (CTC) and child vocalization count, were positively correlated with all vocabulary and phonological measures at 18-20 months. Multiple regression analysis revealed that CTC during the prelinguistic stages was the most significant predictor of a number of different words, consonant inventory, and utterance structure inventory at 18-20 months. Also, adult word count in LENA-automated measures, child-directed speech ratio, and canonical babbling ratio measured by human coding significantly predicted some vocabulary and phonological measures at 18-20 months. This study highlights the multifaceted nature of language acquisition and collectively emphasizes the value of considering both quantitative and qualitative aspects of language input to understand early language development in children.

Future Kindergarten Educators' Views Regarding the Role of Language as One of the Core Kindergarten Curriculum Areas

&lt;p style="text-align: justify;"&gt;Kindergarten educators represent the first contact of children with the institutional environment. In this article we assume that kindergarten educators have a significant impact on children's perception of their first/mother tongue and their language development. Language is one of the core kindergarten curriculum areas in which the educator needs to be adequately empowered to set an example for the children, while at the same time developing their communicative competence which is the basis for (later) efficient communication. We carried out a questionnaire-based survey involving 236 students pursuing early childhood education in all three public universities in the Republic of Slovenia which prepares students for the role of kindergarten educators in order to study their perceptions of the language. The questionnaire-based survey was answered by students in their first and third years i.e., when starting and finishing their studies. A large majority of future kindergarten educators consider their positive attitude towards language in general to be extremely important for kindergarten children as language forms the basis for all other curriculum areas. Also, when surveyed, almost all future kindergarten educators considered it essential to be proficient in the language and to encourage language development in children by following their own example. Furthermore, they believe it is important to have a well-developed linguistic capability (language knowledge), to have the capability of crafting linguistically accurate written content and to master a suitable literary expression.&lt;/p&gt;

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

BackgroundDespite young children’s widespread use of mobile devices, little research exists on this use and its association with children’s language development. The aim of this study was to examine the associations between mobile device screen time and language comprehension and expressive language skills. An additional aim was to examine whether three factors related to the domestic learning environment modify the associations.MethodsThe study uses data from the Danish large-scale survey TRACES among two- and three-year-old children (n = 31,125). Mobile device screen time was measured as time spent on mobile devices on a normal day. Measurement of language comprehension and expressive language skills was based on subscales from the Five to Fifteen Toddlers questionnaire. Multivariable linear regression was used to examine the association between child mobile device screen time and language development and logistic regression to examine the risk of experiencing significant language difficulties. Joint exposure analyses were used to examine the association between child mobile device screen time and language development difficulties in combination with three other factors related to the domestic learning environment: parental education, reading to the child and child TV/PC screen time.ResultsHigh mobile device screen time of one hour or more per day was significantly associated with poorer language development scores and higher odds for both language comprehension difficulties (1–2 h: AOR = 1.30; ≥ 2 h: AOR = 1.42) and expressive language skills difficulties (1–2 h: AOR = 1.19; ≥ 2 h: AOR = 1.46). The results suggest that reading frequently to the child partly buffers the negative effect of high mobile device screen time on language comprehension difficulties but not on expressive language skills difficulties. No modifying effect of parental education and time spent by the child on TV/PC was found.ConclusionsMobile device screen time of one hour or more per day is associated with poorer language development among toddlers. Reading frequently to the child may have a buffering effect on language comprehension difficulties but not on expressive language skills difficulties.

Opportunities to Respond During Dyadic Caregiver-Child and Naturalistic Family Interactions Among Children With Down Syndrome: A Preliminary Investigation.

Dyadic caregiver-child interactions are commonly used to examine children's language learning environments. However, children frequently interact with multiple caregivers and/or siblings if they come from homes with multiple caregivers and siblings. Thus, we examined if and how caregiver opportunities to respond (OTRs) varied when sampled across three interaction configurations. Twelve children with Down syndrome (Mage = 40.82 months) and their biological parents participated in the current study. We collected separate mother-child and father-child dyadic interactions and one family choice interaction (i.e., both caregivers present and occasionally siblings) in families' homes. We analyzed if differences in the caregiver's OTR frequency and type-explicit and implicit-existed among dyadic and family choice configurations. We found that, during family choice interactions, children were exposed to fewer OTRs when combining the total number of father and mother OTRs compared to dyadic caregiver-child interactions. This effect was large for explicit OTRs (mother-dyadic vs. combined family choice: g = -1.99, confidence interval [CI] [-3.00, -1.00]; father-dyadic vs. combined family choice: g = -0.84, CI [-1.84, -0.11]). For implicit OTRs, effects were small for mother-dyadic versus combined family choice (g = -0.34, CI [-1.17, 0.48]) and negligible when comparing father-dyadic with combined family choice (g = -0.08, CI [-0.90, 0.73]). Our preliminary findings highlight the need for a more nuanced understanding of children's language learning environments to better understand how caregivers support their children's language development. https://doi.org/10.23641/asha.25579905.

Geographic, Sociodemographic, and Clinical Factors Associated With Parental Self-Efficacy in Pediatric Patients With Hearing Loss.

To identify geographic, sociodemographic, and clinical factors associated with parental self-efficacy in a diverse cohort of deaf or hard-of-hearing (DHH) children. Cross-sectional study. Tertiary children's hospital. Four hundred forty parents of DHH children aged 0 to 17 completed the 25-item Scale of Parental Involvement and Self-Efficacy (SPISE) survey from 2014 to 2022. Residential addresses were geocoded and assigned Area Deprivation Index and Social Vulnerability Index rankings, and univariable and multivariable analyses were conducted using sociodemographic and clinical variables, including sex, race/ethnicity, insurance type, survey language, age at the survey, comorbidities, newborn hearing screening results, and hearing loss laterality and severity. Compared to English and Spanish-speaking parents, Chinese-speaking parents were associated with overall lower parental self-efficacy and involvement (regression coefficient = -0.518, [-0.929, -0.106]), Cohen's d = 0.606) and lower scores on items related to their ability to affect multiple aspects of their child's development and expression of thoughts as well as competency in checking and putting on their child's sensory device. Across univariable and multivariable analyses, besides Chinese language, all other sociodemographic, clinical, and geographic variables were not associated with SPISE score. To achieve the best patient outcomes, care teams can use the SPISE to evaluate parental self-efficacy and provide targeted support to parents at risk for having lower knowledge and confidence scores about critical skills necessary to facilitate their child's auditory access and language development. Notably, this study found similar reports of parental efficacy across various sociodemographic, clinical, and geographic variables but significantly lower SPISE scores in Chinese-speaking families.

Children's speech, language and communication skills and parental knowledge in the growing up in New Zealand cohort.

There is a substantial discrepancy between international and local prevalence rates for speech, language and communication needs (SLCN) amongst children in New Zealand. Reports of communication impairment are likely to be underestimates. Prevalence data can describe population characteristics and inform the scope and nature of services to adequately meet demand. Parents and other caregivers are central to the early identification of children with communication needs but they may not recognise their child's needs or act on their concerns. Cross-sectional data were available for the Growing Up in New Zealand (GUiNZ) longitudinal study cohort at 24, 54 and 72 months of age, with 76% of whānau (families; n = 5241) completing three data waves. Descriptive and chi-square analyses were used to address: (1) What are the communication abilities of children in the first 5 years of life? (2) What do New Zealand parents understand of their children's communication? (3) Do New Zealand parents have concerns? (4) What are the trajectories of parental concern for children's communication in the first 6 years of life? At 24 months old, 16% of children had communication skills that were of concern to their parents. At 54 months, there were concerns for 12.6% of children. Although most parents were able to describe their child's expressive abilities, many parents remained unconcerned when their child demonstrated communication skills that did not met developmental expectations. Parents can offer valuable insights about their children, but in many cases their level of concern about SLCN did not align with a professional view which reflects a more nuanced understanding of children's speech and language and the impact on future communication skills and needs. Increased awareness through public health messaging specifically regarding lifelong influences of communication challenges will aid in prevention, early detection and intervention. What is already known on this subject Parent's expectations of child speech and language development will inform how responsive they are to difficulties in their child. Appropriate parental concern is key to recognition of children with speech, language and communication needs that warrant referral to a professional. What this paper adds to existing knowledge Parents are aware of expressive language skills that children acquire and can accurately identify their children's skills but have less knowledge of the ages of acquisition. Some parents are not concerned, do not seek support despite recognisable difficulties, and demonstrate limited understanding of the future consequences for children with communication needs that are unmet. What are the potential or actual clinical implications of this work? Public health messaging should include both skills and age ranges for speech and language acquisition. Additionally, educating the public of the impact of speech, language and communication skills on children's futures is needed.

The longitudinal impact of pre- and postnatal maternal depression and anxiety on children's cognitive and language development.

We investigated the longitudinal associations among maternal pre- and postnatal depression, maternal anxiety, and children's language and cognitive development followed from 15 to 61 months. Furthermore, we assessed the protective role of children's early print experiences with books against the adverse effect of maternal depression on language development. Data for mothers and children (51.7% boys, 95% White, N = 11,662) were from the Avon Longitudinal Study of Parents and Children. Prenatal maternal depression held an adverse association with child language (β = -.16, p = .002). Moreover, the risk was greater for girls than boys (β = .19, p = .02). In addition, prenatal depression was significantly and negatively associated with child verbal intelligence quotient (β = -.11, p = .02) and performance intelligence quotient (β = -.12, p = .01). In contrast, postnatal depression or anxiety were not unique predictors of child outcomes. Importantly, children's early experiences with books, as measured by the reported frequency of parent-child shared reading, moderated the negative association between maternal depression and child language development (β = .30, p < .001). Although modest in size, these findings inform models of child risk and resilience related to maternal psychopathology. The results also have implications for clinical programs as well as for prevention and intervention studies focusing on at-home early literacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

183 Earlier Surgery is Associated With Improved Post-operative Language Development in Children With Tuberous Sclerosis Complex (TSC)

INTRODUCTION: Early life epilepsy in TSC has been strongly associated with lifelong intellectual disability. While improved seizure control correlates with improvements in quality of life and cognition, the importance of surgery timing in young children has not been well-studied. METHODS: Changes in patients’ preoperative (0-12 months) to postoperative (36 months) scores in neuropsychologic tests—including the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behavior Scales, Second Edition (VABS-II), and the Preschool Language Scales, 5th addition (PLS-5)—were calculated. Pearson correlation and multivariate linear regression models were used to correlate changes in test scores with age at surgery and separately with duration of epilepsy prior to surgery. Analysis was limited to those patients who demonstrated improved seizure control post-operatively (n = 18). RESULTS: Age at surgery had a statistically significant negative correlation with changes in the combined verbal sub-tests of the MSEL (R = -0.41, p = 0.04) and predicted the change in that measure outcome in a multivariate linear regression model (β: -0.09, p = 0.03). Similar trends were seen for the change in the total language score of the PLS-5 (R = -0.38, p = 0.06; β: -0.21, p = 0.07). Results were similar when the duration of epilepsy prior to surgery was assessed as the independent variable. However there were no clear trends with the VABS-II questionnaires, even in language domains. CONCLUSIONS: Our data shows that successful earlier surgery and shorter epilepsy duration prior to surgery are both associated with improved post-operative language development in a small cohort of patients with TSC. Prospective clinical trials are necessary to further elucidate this relationship.

EFFECTIVENESS OF CHILDREN'S LANGUAGE AND COGNITIVE DEVELOPMENT THROUGH SINGING METHOD IN EARLY CHILDREN AT AT-TAQWA ISLAMIC KINDERGARTEN

Singing activities are one of the methods used in early childhood education. This basic idea is how singing activities influence cognitive and language development. This research aims to determine the effectiveness of the singing method for cognitive and language development in early childhood. The research was conducted at At-Taqwa Islamic Kindergarten, Rawamangun, East Jakarta, with a sample size of 12 children and 1 class teacher. The research was conducted in May 2023. The research method used was a qualitative method, where researchers made observations of students in class and interviews with class teachers. The research results show that the singing method effectively develops cognitive and language abilities in early childhood. This result is proven by the observations that students at At-Taqwa Islamic Kindergarten meet the Child Development Achievement Level Standards. Interviews between researchers and class teachers also strengthened the research results that around 80-90 per cent of students had clear and good articulation in the language aspect through singing activities. Then, in the cognitive aspect, students can think logically, solve problems, and learn good symbolic thinking through singing and other supporting methods. Stimulation of language and cognitive development in children still needs to be continued and improved by teachers at school and parents at home. There needs to be good cooperation between the family and the school environment in helping children to achieve optimal development.