Language Development Of Preschool Children Research Articles

Abstract

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

TEACHERS' PERSPECTIVES ON HOW EXPOSURE TO FOREIGN LANGUAGES AFFECTS YOUNG CHILDREN’S LANGUAGE DEVELOPMENT

To increase the quality of language education in Northern Cyprus, the number of schools that provide bilingual education (Turkish and English) at early ages and in the preschool period is increasing day by day. In this study, the opinions of preschool teachers were taken to describe the general situation of bilingual education in Northern Cyprus during the preschool period. Based on a qualitative study and an easily accessible case sampling, the research was conducted with 14 preschool teachers working in the Near East Preschool Institution, which provides bilingual education in the Nicosia district. In the research, the data were obtained through a semi-structured opinion form and analyzed by content analysis techniques. According to the research findings, although the preschool teachers stated that bilingual education positively affects language development, they also expressed that there were some negativities. As a result, although it has some limitations, it has been revealed that bilingual education contributes to the language development of preschool children and it is important for children to receive multilingual education from the moment they start preschool institutions, as in European Union countries.

Use of digital devices, family functioning, and language development in preschool children: a cross-sectional study.

This study aimed to analyse the relationship between the use of digital devices, family function, and language development in preschool children. This cross-sectional, descriptive-correlational study included a sample of 93 parent-child dyads. The children were of an average age of 57.01 ± 9.95 months, and the majority were female. The data collection instruments included a questionnaire on the use of digital devices, the Portuguese version of the Family Flexibility and Cohesion Evaluation Scale - Version IV (FACES-IV), and a Preschool Language Test (TL-ALPE). The findings showed a greater tendency of children to use smartphones, tablets, and television for 0-3 hours daily. The analysis of the responses on the FACES-IV and TL-ALPE instruments showed that most of the participating families were of the balanced type and that most children had normal language development. Statistically significant relationships were found between the FACES-IV subscales and TL-ALPE subtests, FACES-IV subscales and the use of digital devices, and the use of digital devices and TL-ALPE subtests. Notably, children in more balanced family functioning scored higher on TL-ALPE tests, and the time spent using digital devices may compromise language development. This study highlights the impact of digital device use and the role of family functioning on children's language development, suggesting that moderate digital device use and balanced family functioning are facilitating factors for good language development.

Utilização de dispositivos digitais, funcionamento familiar e desenvolvimento da linguagem em crianças de idade pré-escolar: um estudo transversal

ABSTRACT Purpose This study aimed to analyse the relationship between the use of digital devices, family function, and language development in preschool children. Methods This cross-sectional, descriptive-correlational study included a sample of 93 parent-child dyads. The children were of an average age of 57.01 ± 9.95 months, and the majority were female. The data collection instruments included a questionnaire on the use of digital devices, the Portuguese version of the Family Flexibility and Cohesion Evaluation Scale - Version IV (FACES-IV), and a Preschool Language Test (TL-ALPE). Results The findings showed a greater tendency of children to use smartphones, tablets, and television for 0-3 hours daily. The analysis of the responses on the FACES-IV and TL-ALPE instruments showed that most of the participating families were of the balanced type and that most children had normal language development. Statistically significant relationships were found between the FACES-IV subscales and TL-ALPE subtests, FACES-IV subscales and the use of digital devices, and the use of digital devices and TL-ALPE subtests. Notably, children in more balanced family functioning scored higher on TL-ALPE tests, and the time spent using digital devices may compromise language development. Conclusion This study highlights the impact of digital device use and the role of family functioning on children’s language development, suggesting that moderate digital device use and balanced family functioning are facilitating factors for good language development.

Association Between Excessive Screen Time and Language Delay in Preschool Children

Background: Language is a fundamental medium for expression and comprehension of complex ideas and is acquired from early childhood through both receptive and expressive forms, such as spoken words or sign language. The initial years of life are critical for language development, and the rise of digital device usage during this period prompts an investigation into its potential impact. Objective: This study aims to explore the connection between excessive screen time and language delay in preschool children, a subject of increasing relevance in the digital age. Methods: A cross-sectional approach was taken, gathering data from the caregivers of 318 preschool children in Lahore, using the Ages and Stages Questionnaires-3 (ASQ-3) to measure developmental milestones. SPSS version 23 was employed for statistical analysis. Results: The study included 318 participants, with a gender distribution of 218 females (68.6%) and 100 males (31.4%). In terms of device usage, 209 children (65.7%) used mobile phones, while 91 (28.6%) watched television, and 18 (5.7%) played video games. Regarding screen time duration, 65 children (20.4%) used devices for 1-3 hours, 105 (33.0%) for 3-6 hours, 113 (35.5%) for 6-9 hours, and 35 (11.0%) for more than 9 hours. Notably, for children with over 9 hours of screen time, only 27% met their language developmental milestones at 33 months, which reduced with age, culminating in just 20.1% meeting milestones by 60 months. Conclusion: The study's findings suggest a significant negative correlation between excessive screen time and language development in preschool children, with a clear trend of decreasing milestone achievement with increased screen time. This highlights the need for strategic interventions to manage screen time in early childhood.

Screen time and speech and language delay in children aged 12–48 months in UAE: a case–control study

BackgroundTo identify impact of screen time on speech and language development in preschool children. There has been an alarming increase in the use of electronic devices among preschool children despite their potential adverse effects on childhood development during this crucial time of rapid brain development. Prior research has identified the potential risk and benefits of traditional screen media such as television and video. Our findings will help your readers understand the potential impact of screen time between traditional and new technologies. The case–control study included 227 new patients with language delay and 227 normal children, aged 12–48 months male and female. Language delay was diagnosed by reviewing language milestones and Receptive-Expressive Emergent Language Test (RELT). Television viewing variables and child/parental characteristics between both groups were interviewed. Odds ratio was used to establish whether screen time using either electronic devices (smartphones and tablets) or TV viewing has an effect on speech and language development. Chi-square test was used to establish the association between categorical variable 95%. A P-value less than 0.05 was considered to be statistically significant.ResultA total of 90.3% of those who have speech and language developmental delay use electronic devices. Odd ratio is found to be statistically significant.ConclusionThe factors that predict language delays include use of and early onset of using an electronic device at 12–24 months of age. The factors that were less likely associated with language delays are watching TV and the mother’s education level.

Language Development in Preschool Children

Language Development in Preschool Children

The influence of social isolation during the COVID-19 pandemic on speech and language development in preschool children

<p>Speech is a way of communication formed by rhythmic units of syllables, words and sentences, and as such is inherent in man, the only being whose organs and psyche are trained for this process. Delayed speech is defined as a phenomenon in which a child does not start speaking on time, or there are errors in the speech pattern that are not appropriate in relation to a given age. It is known that significant risk factors for the development of delayed speech in preschool children are physical, and most often social and emotional in nature. For the normal development of speech, it is necessary that the child is in a human environment, and therefore the circle of people with whom children come into contact should always be expanded. The aim of this study is to review the existing literature on studies examining the impact of social isolation during the COVID-19 pandemic on preschool children, as well as the speech and language development in preschool children. The recent pandemic of corona virus infection (COVID-19) has led to a state of emergency, quarantine, closure of public institutions, and preschools, kindergartens and schools in 172 countries. These epidemiological measures have led to social isolation and the need for children to learn from home, which has manifested itself in the emergence of difficulties in the development of speech and language. Research has shown that during the pandemic, children spent significantly more time watching television and computer screens than before pandemic, and less in play and physical activity.</p>

KONSTRUKCIJA I PROVJERA METRIJSKIH KARAKTERISTIKA UPITNIKA O KORIŠTENJU GOVORNIH IGARA ZA STIMULIRANJE GOVORNO-JEZIČKOG RAZVOJA DJECE PREDŠKOLSKE DOBI

The paper is based on the idea that speech and language development of preschool children represents a precondition for the overall child development as well as a significant determinant of successful schooling. The aim of the paper was to develop a questionnaire on the use of speech games to stimulate children’s speech and language development and to validate its metric properties. The questionnaire consisted of 39 statements divided into four subscales: Educators’ Competency to Use Speech Games in Kindergartens, Possibility for Using Speech Games in Kindergartens, Educators’ Professional Development and Kindergarten Equipment for the Use of Speech Games, and Speech Games Functioning as a Stimulator of Children’s Speech and Language Development. The sample comprised 100 educators employed in private and state preschool institutions in the area of Zenica-Doboj Canton and Sarajevo Canton. The results of the research showed that the reliability of the measuring instrument has satisfactory parameters, since all corrected item-total correlations had values higher than 0.3. An exploratory analysis found that KMO indicates a high possibility of factorization of 0.85, and this was confirmed by Bartlett's test of sphericity, which showed that the correlation matrix is statistically significant. An exploratory factor analysis with included Promax rotation with Kappa 4 and given four factors gave interpretable results, with a total of 66.41% of variance explained by these four factors. All this was confirmed by a confirmatory analysis where the modification indicators had values above 0.9, which indicates a well-matched model. It was concluded that the Questionnaire on the Use of Speech Games to Stimulate Children's Speech and Language Development meets scientific research standards for research use.

CHANGE OF LANGUAGE DEVELOPMENT WITH FINGER PUPPETS STIMULATION IN CHILDREN'S PRESCHOOL

Introduction: The study is based on a lack of children's language skills to repeat the contents of the previous story—evidence of the speaking ability of most children not being good enough. An easy-to-use verbal skill stimulation tool is the finger puppet. Stimulation finger puppet effective with storytelling method. This study aims to analyze the effectiveness of finger puppet stimulation on the language development of preschool children. Methods: This study used to pretest and posttest control group design. The sampling technique was simple random sampling, with a sample of 66 respondents (33 intervention, 33 control). The research instrument by observation used a checklist. The bivariate analysis uses the Wilcoxon and Mann-Whitney tests with a significance level α<0,05. Results: The Wilcoxon test showed finger puppet stimulation effectively improved children's language development in the intervention group (p=0,000). The Mann-Whitney test shows a difference between children's language development in the intervention group and the control group (p=0,000). Conclusions: The development of children's language will be better stimulation often because, with simulation, children will record the language known and practice when communicating with other people.

Associations between Brain Microstructure and Phonological Processing Ability in Preschool Children.

Neuroimaging studies have associated brain changes in children with future reading and language skills, but few studies have investigated the association between language skills and white matter structure in preschool-aged children. Using 208 data sets acquired in 73 healthy children aged 2–7 years, we investigated the relationship between developmental brain microstructure and phonological processing ability as measured using their phonological processing raw score (PPRS). The correlation analysis showed that across the whole age group, with increasing age, PPRS increased, fractional anisotropy (FA) of the internal capsule and inferior fronto-occipital fasciculus and some other regions increased, and mean diffusivity (MD) of the corpus callosum and internal capsule and some other regions decreased. The results of the mediation analysis suggest that increased FA may be the basis of phonological processing ability development during this period, and the increased number of fiber connections between the right inferior parietal lobule and right supramarginal gyrus may be a key imaging feature of phonological processing ability development. Our study reflects the changes in brain microstructure and contributes to understanding the underlying neural mechanisms of language development in preschool children.

Associations Between Social-Emotional and Language Development in Preschool Children. Results from a Study Testing the Rationale for an Intervention

ABSTRACT The aim of the present study was to investigate the associations between social-emotional and language development in a sample of 3–5-year-old children in community-based early childhood education and care (N = 90). Children’s theory of mind understanding, affect recognition and language abilities were tested with neuropsychological measurements, and their teachers rated their behavior with the Strengths and Difficulties Questionnaire. The results showed that language development was linked to the children’s social-emotional development and theory of mind ability. Furthermore, the children’s observed social-emotional skills and the neuropsychological measurements had associations with their capacity to understand and name emotions in a Teddy Bear test designed for the study. The Teddy Bear test will be developed and validated with a larger sample in a forthcoming study. The present results support the rationale for an intervention study aiming to enhance the children’s language development and their social-emotional understanding, to support the children’s social-emotional development.

The Relationship Between the Online Learning Prosess in Early Chilhood and the Language Development of Pre School

Language development is a combination of social interaction, emotional development, intellectual ability, and physical and motor development. However, the development of language in each individual child is different depending on neurological abilities and language development which can affect the stages of language development. Thus, this study aims to determine the implementation of online learning during the Covid-19 case study at TKIT Chiara Depok on the development of preschool language and to find out the inhibiting factors for learning during the Covid-19 period at TKIT Chiara Depok. This study uses descriptive analytic by using a cross sectional design. The population in this study were all parents who have preschool children at TKIT Chiara Depok, with a total of 56 respondents, by performing total sampling, collecting data for the online learning process and language development of preschool children using questionnaires and data processing with coding and analysis. data using the Chi-Square correlation statistical test. The results obtained as many as 78.6% have a good learning process using online methods, while the language development of preschool children is good about 80.4%. There is a moderate positive relationship with p-value = 0.000 (p < 0.05) so that there is a relationship between the online learning process and language development. The conclusion in this study is that there is a relationship between the online learning process and the development of preschool language. With this research, the learning process in the online method that is good in its implementation and preparation will improve the development of good language in preschool children.

Design and development ritatoon learning media to supporting preschool children's social emotional and language development

The purpose of this study is to develop a medium for learning ritatoon to support the social, emotional, and language development of preschool children. The method used in this research is research and development. The implementation of research and development uses the Borg and Gall model development procedure. The sample in this study was children aged 5-6 years. The data analysis technique is quantitative analysis in the form of a percentage used to percentage the validity of the ritatoon media and the paired sample t-test for the effectiveness test. The development product in the form of ritatoon learning media has gone through the process of validating learning designs, media experts, linguists, and early childhood social-emotional experts and obtaining score 88.88%, based on the eligibility criteria, the Ritatoon learning media can be said to be very valid or suitable for use. Furthermore, the results of the effectiveness test using paired sample t-test showed a sig value < .001, so it could be concluded that the ritatoon learning media was able to improve children's language and social-emotional development.

Language and Aggression in Preschool Children. Gender Differences

The present study has two objectives. Firstly to analyze the gender differences in language development in preschool children and secondly to analyze the relationships between language development on the one hand and aggression, prosocial behavior on the other hand. The study involved 155 preschool children aged between 36 and 71 months (M = 52.61, SD = 10.40) enrolled in a kindergarten in Bucharest. The instruments used were the Adaptive Behavior Assessment System, ABAS-II (Harrison et al., 2012) and Preschool Social Behavior Scale - Teacher Form (Crick, 1996). To determine the gender differences, a series of independent samples t tests and Mann-Whitney U nonparametric test were performed and for the relationships among variables, regression and moderation analyzes were performed. The results showed that girls have higher levels of language development than boys, in all measured dimensions. At the same time, the level of language development was negatively associated with physical and relational aggression and positively with prosocial behavior. Contrary to our expectations, gender has not moderated the relationship between language development and aggression or prosocial behavior. The practical implications of the study address the need to capture and treat early delays in language development in order to prevent aggressive behaviors among preschoolers.

The effect of mobile and information technologies on the language development design of preschool children: a meta-analysis and meta-synthesis study

This study aims to reveal the effect of mobile and information technologies (IT) supported education on the language development design of children, in different cultures in the preschool period, using the methods of meta-analysis and meta-synthesis. Fifteen (15) studies were examined in the meta-synthesis and 22 reviews in the meta-analysis. The studies reviewed in the meta-synthesis were subjected to content analysis, and codes were grouped under six themes. Taking into account the effect sizes reported in the experimental studies in the meta- analysis, the total effect size was calculated by using Comprehensive Meta-Analysis. The analysis revealed that mobile and IT supported education had a high positive effect on the language development of preschool children in different cultures.

The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education

The aim of this study is to analyze the effect of Traditional Game Education Program (TGEP) on language development of pre-school children. Dependent and independent variables were determined as the children’s language development scores and "traditional game education program", respectively. The study group was determined with “typical case sampling”, one of the purposive sampling methods, and it consists of a total of 72 children attending four nursery classes depending on Diyarbakır Eğil District Directorate of National Education, 36 of whom are experiment group and 36 of whom are control group. Peabody Picture Vocabulary Test (PPVT) prepared by L. Loyd and M. Dunn in the USA was used as data collection tool. While analyzing the data, Independent and Dependent Groups t-Tests were used. It was found at the end of the study that PPVT post-test scores of the children in experiment and control groups were statistically different. Post-test average scores of the children in the experiment group were higher than the ones in the control group. Accordingly, it was determined “Traditional Game Education Program” increased the children’s language development in a positive way.

Cognitive, Motor, and Language Development of Preschool Children With Craniofacial Microsomia.

To examine neurodevelopment in preschool-aged children with craniofacial microsomia (CFM) relative to unaffected peers. Multisite, longitudinal cohort study. Tertiary care centers in the United States. We included 92 children with CFM ("cases") through craniofacial centers and clinics. Seventy-six children without CFM (controls) were included from pediatric practices and community advertisements. This study reports on outcomes assessed when participants were an average age of 38.4 months (SD = 1.9). We assessed cognitive and motor skills using the Bayley Scales of Infant and Toddler Development, third edition (Bayley-III), and language function using subtests from the Clinical Evaluation of Language Fundamentals-Preschool, second edition (CELF-P2). Case-control differences were negligible for Bayley-III cognitive (effect sizes [ES] = -0.06, P = .72) and motor outcomes (ES = -0.19, P = .25). Cases scored lower than controls on most scales of the CELF-P2 (ES = -0.58 to -0.20, P = .01 to .26). Frequency counts for "developmental delay" (ie, one or more scores > 1 SD below the normative mean) were higher for cases (39%) than controls (15%); however, the adjusted odds ratio = 1.73 (P = 0.21) was not significant. Case-control differences were most evident in children with microtia or other combinations of CFM-related facial features. Cognitive and motor scores were similar for preschool-aged children with and without CFM. However, children with CFM scored lower than controls on language measures. We recommend early monitoring of language to identify preschoolers with CFM who could benefit from intervention.

Hubungan Pola Asuh Demokratis Dengan Perkembangan Bahasa Pada Anak Prasekolah Di TK Negeri Tabanan Di Kerambitan

During preschool children experience the development of language skills very quickly which becomes the foundation for subsequent development. Language development is influenced by various factors including the parenting democratic parent. This study aimed at determine democratic parenting to the language development of preschool children in Tabanan Kindergarten Kerambitan.
 
 This study was a descriptive correlational research with cross sectional approach. Democratic parenting was measured using the parenting questionnaire and language development with the Denver Developmental Screening Test II. Respondents analyzed were kindergarten students in Tabanan Kerambitan taken with total sampling techniques. The results obtained that parenting was quite democratic as many as 32 people (64%) and language development was mostly included in the normal category (96.0%)
 The results of the correlation test with the Spearman Rho test showed p = 0.018 and r = 0.332. This meant that there was a significant correlation between parenting with language development and had a fairly strong positive correlation.
 It is recommended to increase understanding of democratic parenting and language development in children, make innovative efforts in applying democratic parenting according to child development, environmental influences and technological development

Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.