Language Development In Early Childhood Research Articles

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.

DIGITAL PEDAGOGY AND CULTURAL EVOLUTION: INSIGHTS FROM THE DIGITAL BOOK SERIES IN EARLY CHILDHOOD EDUCATION AND SPEECH

This research investigates the role of digital pedagogy in the context of cultural evolution, with a focus on the use of digital book series in early childhood education and its impact on speaking abilities. The research method used is a reflection on literature which includes theoretical studies of digital pedagogy, culture and language development in early childhood, as well as a qualitative approach to analysing relevant data. Through a literature perspective, researchers identify main patterns in the use of digital pedagogy in the context of early childhood education and understand how digital books can influence language development. Conduct qualitative analysis of relevant empirical studies to gain a deeper understanding of the practical experience of using digital book series in early childhood learning. The results show that digital pedagogy can play a significant role in the evolution of educational culture, with digital book series being a potential tool for improving the speaking abilities of young children. Factors such as interactivity, visualisation and engaging narratives can provide a more engaging and effective experience for children's learning. But challenges such as technology accessibility and concerns about screen use also need to be seriously considered. This research provides important insights for educators, researchers, and policymakers into how digital pedagogy can influence educational culture and language development in early childhood. The implications of this research highlight the importance of thoughtful integration of digital technologies in child-focused educational approaches, with deep attention, cultural relevance, and sustainability of their application in diverse contexts.

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.

Peran Orang Tua dalam Pengembangan Bahasa Anak Usia Dini

Parents have a role in assisting their children in completing developmental tasks, including the development of language skills. Every action and spoken word of parents in the family and social environment will influence the child's language development. This research aims to describe the importance of the role of parents in the early language development of children in Kulon Progo. The method used in this research is descriptive qualitative research with analysis using the model by Miles and Huberman. The instrument used in this research is interviews. The subjects of this study are parents with children aged 0-6 years, and 2 individuals were determined as subjects. The results of this study indicate that the role of parents significantly influences the language development of children. The motivation of parents in developing their children's language abilities can affect and accelerate language development. Guidance or teaching provided by parents in a directed manner will align with the child's age, making language development easier and more controlled as the child grows older. The child's language proficiency is enhanced when parents consistently provide encouragement using something that aids the child's language development. Additionally, the environmental conditions also play a crucial role in the language development of children. A conducive environment fosters and guides children, making it easier for them to develop good and correct language skills.

Mean Length of Utterance: A study of early language development in four Southern Bantu languages.

Mean Length of Utterance (MLU) has been widely used to measure children's early language development in a variety of languages. This study investigates the utility of MLU to measure language development in four agglutinative and morphologically complex Southern Bantu languages. Using a variant of MLU, MLU3, based on the three longest sentences children produced, we analysed the utterances of 448 toddlers (16-32 months) collected using the MacArthur-Bates Communicative Development Inventory, a parent-report tool. MLU3, measured in words (MLU3-w) and morphemes (MLU3-m), significantly correlated with age and other indices of language growth (e.g., grammar and vocabulary). MLU3 measures also accounted for significant variance in language development particular morphosyntactic development. Our results suggest that MLU3-m is a more sensitive measure than MLU3-w. We conclude that MLU measured in morphemes provides a useful addition to other indices of language development in these kinds of morphologically complex languages.

The Influence of Role Playing Methods on Early Childhood Language Development

This study aims to determine the influence of role playing learning methods on the language development of group B students in RA Diponegoro 203 Gunungwetan. The approach in this study is Classroom Action Research, which is a controlled investigation process to find and solve classroom learning problems. The problem-solving process is carried out cyclically, with the aim of improving the quality of learning and learning outcomes in certain classes. The subjects of the study were group B RA Diponegoro 203 Gunungwetan Jatilawang which amounted to 33 children. The basis for the selection of research subjects is because it is based on observation and deliberation of teachers about children's language skills. Data analysis is carried out descriptively on student achievement in learning. The results of data analysis show that the learning carried out to improve children's language skills in RA Diponegoro 203 before the role play method was applied was not optimal. The implementation of learning has not been well programmed, teachers carry out routine learning activities with less varied methods, such as storytelling, conversation, and question and answer methods. The media used in learning is less interesting because it only listens to the teacher's story. A considerable increase occurred in cycle II, namely in the indicator that children can respond to speech, can start conversations with the media that plays a role

Efektivitas Pembelajaran Kontekstual berbasis Outing Class dalam Mengembangkan Kemampuan Berbahasa pada Anak Usia Dini

Outing class-based contextual learning in developing language skills in young children needs to be done to avoid boredom in the learning process. Outing class learning provides an opportunity to express children's language skills. This research aims to determine the effectiveness of outing class-based contextual learning in improving early childhood language development. This type of research is qualitative research. The results of this research indicate that the outing class learning method is effectively applied in contextual learning to improve aspects of language development in early childhood. In the new normal period, this method is suitable to be applied in learning because it can eliminate the boredom of studying during the pandemic and can add direct experience so that it can improve children's language skills.

Utilization of Power Point-Based Digital Technology in Improving Early Childhood Language Development

This research aims to determine and improve the language development of early childhood. So, through this observation, researchers created PowerPoint as a use of digital technology to support learning activities with the hope that through this activity it can help teachers in delivering learning material and to improve children's language development. This research uses a literature study method with a qualitative research approach. Secondary data obtained online is then compiled, analyzed and then concluded. Learning is often centered only on the teacher and sometimes children find it difficult to concentrate while learning is taking place, this is what causes a lack of language development in children. So this research aims to find out and improve children's language development through PowerPoint as the use of digital technology to support learning.

Social inequalities in early childhood language development during the COVID-19 pandemic: a descriptive study with data from three consecutive school entry surveys in Germany

BackgroundSocial health inequalities are still of great public health importance in modern societies. The COVID-19 pandemic may have affected social inequalities in people's health due to containment measures. As these measures particularly affected children, they might have been particularly vulnerable to increased social inequalities. The aim of the study was to describe health inequalities during the pandemic based on language delay (LD) in children in order to inform public health interventions for a population at risk of long-term health and education inequalities.MethodsData of 5–7 year old children from three consecutive school entry surveys in the German federal state of Brandenburg were used, including data compulsorily collected before the pandemic (2018/2019: n = 19,299), at the beginning of the pandemic (2019/2020: n = 19,916) and during the pandemic (2020/2021: n = 19,698). Bivariate and multivariate binary regression analyses [OR, 95% CI] cross-sectionally examined the relationship between the prevalence of LD [yes/no] and social inequalities, operationalized by family socioeconomic position [SEP low/middle/high], migration background [native-German language/non-native German language] and length of kindergarten attendance [< 4 years/ ≥ 4 years]. Factors contributing to inequality in LD were examined by socioeconomic stratification.ResultsCross-sectionally, LD prevalence has decreased overall (2018/2019: 21.1%, 2019/2020: 19.2%, 2020/2021: 18.8%), and among children from both high SEP and native German-speaking families. As LD prevalence increased among children from families with low SEP and remained stable among non-native German speakers, social inequalities in LD prevalence increased slightly during the pandemic i) by low SEP (2018/2019: OR = 4.41, 3.93–4.94; 2020/2021: OR = 5.12, 4.54–5.77) and ii) by non-German native language (2018/2019: OR = 2.22, 1.86–2.66; 2020/2021: OR = 2.54, 2.19–2.95). During the pandemic, both migration background and kindergarten attendance determined LD prevalence in the high and middle SEP strata. However, the measured factors did not contribute to LD prevalence in children from families with low SEP.ConclusionSocial inequalities in LD increased due to opposing trends in prevalence comparing low and high SEP families. To promote health equity across the life course, early childhood should be of interest for tailored public health actions (e.g. through targeted interventions for kindergarten groups). Further analytical studies should investigate determinants (e.g., parental investment).

Bedtime Storytelling: A Method to Enhance Early Childhoods’ Language Development

Psychologically, young children generally enjoy listening to stories told by their parents. This study aims to analyze the impact of storytelling before bed by parents in order to improve early childhood language development. This research uses a qualitative method with a case study approach. The respondents of this study were 15 mothers and 15 children aged 5-6 years. The methods used to collect data were in-depth interviews and observation. Data analysis techniques use qualitative and quantitative descriptive. The results of the research show that storytelling before bed impacts children's fluency in pronouncing words, vocabulary mastery, self-confidence, and creativity in retelling the stories they hear. In conclusion, storytelling before bed can empirically improve children's language development significantly. Apart from that, this research has implications for the teaching and learning process in PAUD units, where teachers are advised to use the storytelling method during the teaching and learning process. Parents are also advised to get into the habit of telling stories before bed as one of the methods used in developing language in early childhood, especially for young children. 5-6 years.

Educational Game Tools to Improve the Language Development of Children Aged 5-6 Years

The lack of teacher creativity in using educational game tools has limited costs and a lack of teacher knowledge in early childhood education causes a learning medium. This research aims to determine educational game tools that can improve the language development of children aged 5-6 years. The research methodology used was library research. The research results show that educational game tools are not only able to improve language development but other developments are also stimulated, such as children's cognitive and social development. Data obtained from relevant previous research results through game tools, such as toy telephones (can telephones), word cards (flashcards), hand puppets, and posters, can improve the development of children aged 5-6. Therefore, this research makes it easier for readers to learn about educational game tools that can enhance language development in early childhood and can be used as a reference for PAUD educational institutions that need them.

PERAN ORANG TUA DALAM MENSTIMULASI PERKEMBANGAN BAHASA ANAK USIA DINI

Language development in early childhood is a critical aspect in the formation of their cognitive, social and emotional abilities. The role of parents in stimulating this language development holds a central position and significantly influences the pattern of child development. Research shows that regular interactions between parents and children in the prepubescent to early childhood period are critical moments in forming the foundations of language. Parents have several key roles in helping children develop language. First, they serve as the primary models of everyday language use. Through rich and varied verbal interactions, children learn vocabulary, grammatical structures and essential communication skills. Next, parents also play a role in creating a supportive environment for language learning, including reading books, singing songs and telling stories to their children. These activities broaden children's exposure to language and stimulate their imagination and creativity. In addition, parents also play a role in responding positively to children's communication efforts. Listening attentively, providing positive feedback, and stimulating responses to children's speech are important. This encourages children's confidence in speaking and interacting. Last but not least, parents should understand that each child has a different pace and way of learning. Therefore, recognition of children's uniqueness and individual development and patience in helping them overcome difficulties are key in supporting optimal language development. In conclusion, the role of parents in stimulating early childhood language development is crucial. By modeling, creating a supportive environment, responding positively and understanding the uniqueness of each child, parents can play a vital role in forming a strong language foundation for their children.

A Comparative Study on Visual Attention, Verbal Engagement and Parental Behaviors During Shared Book Reading Using Scripted and Unscripted Story Books for Children with Autism Spectrum Disorder

Purpose: Shared book reading is nowadays considered as an important early language stimulation technique in the field of speech language pathology which encourages parent-child bonding and creates a conducive environment for language development. The parent-child interaction is important for a child with Autism Spectrum Disorder. This interaction along with adequate and contingent parental responses fosters early language development in children. Language-related parent behaviors promote children’s oral language skills by not only exposing the child to book-related vocabulary (e.g., labeling pictures, explaining word meanings, and linking words to everyday events), but also through explicit teaching of meaning-related skills related to the overall structure of the story (i.e., story grammar). Print-related SBR behaviors draw the child’s attention to print-related features of the book, for example, letter names and sounds.Methods: To better understand the relationship between children’s visual attention, verbal engagement and parent shared book reading behaviors during shared book reading tasks, this study included 10 preschoolers on the Autism Spectrum and their parents sharing an unfamiliar storybook including which are scripted and unscripted. Videos of the shared book reading interactions were transcribed and coded for visual attention, verbal engagement and parent behaviors using observational coding schemes. The frequency of visual attention, verbal engagement and parental SBR behaviors were compared between the scripted and unscripted story books using statistical tests-Wilcoxon signed rank test and Fisher’s Exact test.Results: Result reveals that there was no statistically significant difference between frequency of visual attention during unscripted story books and scripted books. Parental behaviors parameters pertaining to shared book reading were analyzed and found a significant difference in usage of book language is greater for scripted story books compared to unscripted books.Conclusions: The key findings shows the type of book (scripted or unscripted) have a significant impact and its contribution to the intervention of children with Autism Spectrum Disorder. Parental SBR behaviors can in turn contribute to the development of childhood language and preliteracy skills.

Letter Gloves Media with Storytelling : Effect on Letter Recognition in Children in Kindergarten Pekanbaru

Language is a verbal communication medium that humans use to interact with each other. Basically, early childhood language development includes four developments, namely listening, speaking, reading, writing, and recognizing letters by reading. The purpose of this study was to find out how much influence the letter glove media has on the ability to recognize letters in children aged 4-5 years in Kindergarten. This type of research is experimental research using a one group design with pretest and posttest through observation sheets. From the results of the research and from the discussion, it was concluded that the ability to recognize children's letters before being given treatment through the media of letter gloves with the storytelling method was considered low, this was seen from the individual categories of children, namely 20 children who were categorized as medium 25%, low 75%, and high 0%. After going through the letter glove media with the storytelling method, the child's ability to imprint letters increased, namely 60% Medium was categorized as high, 40% was categorized as medium and no children were in the low category.

Examining the relationship of acetaminophen use during pregnancy with early language development in children.

Acetaminophen is the only analgesic considered safe for use throughout pregnancy. Recent studies suggest that use during pregnancy may be associated with poorer neurodevelopmental outcomes in children, but few have examined language development. The Illinois Kids Development Study is a prospective birth cohort in east-central Illinois. Between December 2013 and March 2020, 532 newborns were enrolled and had exposure data available. Participants reported the number of times they took acetaminophen six times across pregnancy. Language data were collected at 26.5-28.5 months using the MacArthur-Bates Communicative Development Inventories (CDI; n = 298), and 36-38 months using the Speech and Language Assessment Scale (SLAS; n = 254). Taking more acetaminophen during the second or third trimester was associated with marginally smaller vocabularies and shorter utterance length (M3L) at 26.5-28.5 months. More acetaminophen use during the third trimester was also associated with increased odds of M3L scores ≤25th percentile in male children. More use during the second or third trimester was associated with lower SLAS scores at 36-38 months. Third trimester use was specifically related to lower SLAS scores in male children. Higher prenatal acetaminophen use during pregnancy may be associated with poorer early language development. Taking more acetaminophen during pregnancy, particularly during the second and third trimesters, was associated with poorer scores on measures of language development when children were 26.5-28.5 and 36-38 months of age. Only male children had lower scores in analyses stratified by child sex. To our knowledge, this is the first study that has used a standardized measure of language development to assess the potential impact of prenatal exposure to acetaminophen on language development. This study adds to the growing body of literature suggesting that the potential impact of acetaminophen use during pregnancy on fetal neurodevelopment should be carefully evaluated.

Early Childhood Music Arts in Improving Children's Language Development in TK Citra Mandiri batang Kuis District

&#x0D; &#x0D; &#x0D; &#x0D; The art of music is one of the learning methods used in learning, namely opening the lesson, carrying out the learning theme, and closing the lesson in early childhood education, one of which is formal education, namely TK/RA. The art of music in early childhood can develop aspects Early childhood development, one of which is early childhood language development, in the results of research in kindergarten schools. Citra Mandiri, Batang Subdistrict, Paya Village, picture of the teacher's strategy in developing children's language with the art of music, namely using one of the learning methods through the singing method, with the method Children's singing can develop expressive (speaking) and receptive (listening or paying attention) to develop children's language. This research will discuss how the art of music improves children's language development in kindergarten schools Citra Mandiri kecamatan  Batang  Paya gambar.&#x0D; &#x0D; &#x0D; &#x0D;

Pendampingan Peran Orang Tua dan Perkembangan Bahasa Anak Usia Dini di Kampung Sindangsari

The aim of this community service is to provide knowledge about the role of parents and children's language development. Socialization assistance activities are carried out through the preparation stage, implementation stage, program evaluation stage and reporting stage. The targets of this service are parents or guardians of TKA/TPA/DTA Bustanul Ulum students. The result of this service is that there are several roles of parents that can support early childhood language development, including (a) introducing good and correct greetings in the family, (b) practicing the pronunciation of short or simple sentences when receiving, requesting and asking questions. to other people, (c) inviting children to recognize objects around them, (d) inviting children to talk, (e) reading stories or fairy tales, and (f) implementing a democratic parenting style.

Community violence and early childhood language development: The moderating role of maternal efficacy and satisfaction.

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, Mage : 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.

Screen Time and Early Childhood Well-Being: A Systematic Literature Review Approach

The technological advancements of the 21st century have created a shift in learning experiences for children, exposing them to various digital devices from an early age. One of the keys to a prosperous future for children is knowing the impact of screen time on children's well-being. This systematic literature review aims to provide an overview of the influence of screen time on early childhood well-being from existing empirical evidence. Using the PRISMA principles, this literature review identified 23 relevant studies from scopus indexed articles (Q1-Q4). The research subjects were children and mothers. The analysis grouped themes and displayed the interconnectedness of emerging themes using VosViewer software. The results of the systematic literature review showed that generally screen time has a negative impact on early childhood well-being in the physical and psychosocial dimensions. The impact of screen time on the cognitive dimension is negative and positive. The negative impact of screen time on the cognitive dimension of early childhood well-being includes delays in early childhood language development. Meanwhile, the positive impact of screen time on the cognitive dimension of early childhood well-being is that the media and tools in learning become more interesting. The results of this literature review have implications for the importance of providing insight to various stakeholders about the impact of screen time on early childhood well-being in various conditions.

Enhancing Children's Speaking Skills through Pop-Up Book Media: A Classroom Action Research

This study aimed to improve the speaking skills of children by utilizing Pop-Up book media, preceded by developing their listening skills. Conducted at Dharma Wanita Persatuan Pucang Kindergarten, the research employed Classroom Action Research methodology. The pre-cycle results revealed a 51.4% average score for children's speaking ability. However, after implementing the Pop-Up book media in the first cycle, the percentage increased significantly to 68.5%, showing a 12.9% improvement from the maximum score. The researcher continued to apply action in cycle II, leading to a remarkable rise in the average score to 85.3%, signifying an overall enhancement of 28.9% from cycles I and II. The results demonstrate that employing Pop-Up book media effectively enhances children's speaking skills, carrying implications for language skill development in early childhood education.&#x0D; Highlights: &#x0D; &#x0D; &#x0D; The use of Pop-Up book media: The study focuses on utilizing Pop-Up book media to enhance children's speaking skills, providing an engaging and interactive learning approach.&#x0D; &#x0D; &#x0D; Classroom Action Research: The research methodology employed is Classroom Action Research, enabling a systematic investigation of the effectiveness of the intervention.&#x0D; &#x0D; &#x0D; Language development in early childhood: The study highlights the importance of language skill development during early childhood education, emphasizing its implications for lifelong language proficiency.&#x0D; &#x0D; &#x0D; Keywords: Speaking skills, Pop-Up book media, Classroom Action Research, Children, Language development.