Language Development In Children Research Articles

Meningkatkan Kemampuan Bahasa Anak Melalui Pembelajaran Kooperatif Type Picture and Picture di Kelompok B TK Hanan Al-Fazza

This research was motivated by the lack of language development in children aged 5-6 years in group B of Hanan Al-Fazza Kindergarten. This research aims to determine: 1) Children's language development before using the picture and picture type learning model in group B of Hanan Al-Fazza Kindergarten. 2) How does the child's language develop after using the picture and picture type learning model in group B of Hanan Al-Fazza Kindergarten. 3) What obstacles do children encounter through the picture and picture type learning model? This research was carried out at Hanan Al-Fazza Kindergarten, Percut Sei Tuan subdistrict on February 16 2024 with 15 children studied. This research was carried out with a pre-cycle, followed by cycle I and finally cycle II. Each cycle is held 5 times. Based on the results of research that has been carried out, there is an increase in children's language improvement through the picture and picture type learning model, which was obtained from pre-cycle to cycle II. Where the results obtained pre-cycle showed that the classical percentage of children's language improvement through the typ e-picture and picture learning model was 27%, then in cycle I there was 53% and finally in cycle II there was 80%. With the final results obtained by researchers in the last cycle with a total of 80%, it can be categorized as improving children's language at Hanan Al-Fazza Kindergarten as developing very well.

Gangguan Perkembangan Bahasa pada Anak Usia 4 Tahun

The schipeaking in general can be interpreted as conveying one person's intentions or ideas, thoughts, concepts or contents of one's heart to another person using spoken language so that the intention can be understood by other people. Language development is the stage where children are starting to be able to convey the desired message in the form of a sequence of sounds of two or three words. Good language development, especially in speaking, enables children to express their thoughts and feelings intelligently according to the context and situation when they are speaking. This study aims to describe the condition of speech disorders experienced by 4 year old children. And investigate the factors that influence language development in early childhood. The results of the observations and analysis carried out refer to psycholinguistic studies related to language disorders. One of the symptoms in children of language and speech disorders is that there are pronunciation errors both in the mechanism of movement of the articulation points and in pronunciation. The research results show that genetic factors play a role in the speed and ability of children's language development, a social environment that is rich in interaction and language stimulation has a positive impact including the quality of conversation, vocabulary and role playing. Treatment that can be done for children who experience language and speech disorders is by doing speech therapy, oral motor, and melodic intonation. Parental education is also important in providing appropriate language stimulation. And limited language stimulation and lack of parental support can hinder children's language development. This research highlights the importance of involving active parental support to support early childhood language development.

Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers

ABSTRACT This paper discusses methodologies for examining the multilingual language experiences of young deaf children that are sensitive to different cultural contexts of childhood, caregiving and language practices. We argue that in the context of early support, the combined use of situated multilingual and multimodal approaches to examine and assess individual language resources can provide rich and reliable information about individual communicative repertoires in their given context. This approach extends commonly used monolingual and unimodal research and assessment tools that lack the inclusivity of reach and granularity of analysis needed to inform contextually appropriate early intervention for multilingual and migrant deaf learners. We illustrate the potential of these methods using case study examples from multimodal video-based and ethnographic data gathering and analysis techniques deployed across three projects in different multilingual contexts, in Ghana and the UK. We use these case studies to examine the methodological choices, challenges and opportunities of researching different multilingual environments in culturally sensitive ways as a basis for supporting and assessing the language and communication development of young deaf children in multilingual and migrant contexts. We discuss how the resulting new knowledge base can extend Euro-Western epistemologies that are currently leading models of early intervention and support.

Meningkatkan Kemampuan Berbahasa Anak Melalui Metode Bercerita

Background: In PAUD programs, learning activities are designed to develop various aspects of child development, including language skills. Objective: This study aims to improve children's language skills through the application of the Storytelling Method in Group B of Ummul Mu'min Kindergarten, North Kolaka Regency. Methods: The study used a classroom action research design (PTK) with two cycles. The research subjects consisted of 16 children in Group B of Ummul Mu'min Kindergarten. Data were collected through observation, as well as documentation of the learning process. Results: The results showed that the implementation of the Storytelling Method significantly improved children's language skills. In cycle I, there was an increase from 40% to 72.22%, and in cycle II it reached a success rate of 93.75%. Conclusion: The implication of this study is that the Storytelling Method can be used as an effective alternative method in developing children's language skills at the kindergarten level. This research is expected to contribute to the development of learning strategies in kindergarten and provide guidance for teachers to design learning activities that support children's language development.

Flash Card Latsa "Lancar Tiga Bahasa" as an Optimization of Language Building Trigatra in Children's Language Development at Az-Ziyadah Elementary School Jember

Flash Card Latsa "Lancar Tiga Bahasa" as an Optimization of Language Building Trigatra in Children's Language Development at Az-Ziyadah Elementary School Jember

Use of Flashcards Through Umbul Game in Learning Vocabulary: Is It Effective?

Vocabulary is the basic thing needed to learn the foreign language. It is wording that people have to know to communicate well, both in written and spoken structures, especially for young learners. Children's language development depends on their vocabulary, which has an impact on their academic performance. This study aimed to understand why first-grade elementary students struggle with English vocabulary in the curriculum. The primary goal was to determine if using flashcards with the Umbul game improved English vocabulary for first-grade students. The design of the research is Classroom Action Research (CAR). There are four fundamental processes in Classroom Action Research (CAR). Those are planning, acting, observing, and reflecting. In accordance with planning, the researchers prepare teaching kits needed to take action, such as: lesson plans, observation sheet, materials to be used in the classroom action, and evaluation sheet. In terms of acting, researchers implement the plan after preparing lesson plans, materials and evaluations. In this research, the researchers apply flashcards through Umbul games in teaching vocabulary. The researchers also give the post-test. Concerning observing, the researchers observe the process of teaching and learning activity. The researcher also makes result sheet to take note the information that occur during the activity. Regarding reflection, the researchers reflect, evaluate, and describe to improve the condition in the next cycle. The subjects were first-grade students from SD Pangudi Luhur Don Bosko Semarang participated in class I-C research projects. In this study, observation and evaluation sheet were applied as instruments. On the other hand, the information was obtained from observation and evaluation sheets. Information examined throughout the study was quantitative. The data was collected, and then it was examined by the researchers. The findings indicate a significant increase in first-grade students' motivation to learn English vocabulary, from 7% before to 15% after using flashcards. After implementing the flashcards through the Umbul game, the statistics indicated that students were able to acquire vocabulary with ease and were actively engaged in the teaching-learning process in the classroom. With the use of flashcards through Umbul games, students become more engaged in their studies and are more motivated to learn English. The students will have opportunities to improve their English by employing this strategy. Additionally, the English teacher can provide up chances for student participation in class activities by using flashcards as illustrated media. Hopefully, these findings can serve as a reference for future research.

Quantifying the emergence of moral foundational lexicon in child language development.

Theorists have argued that morality builds on several core modular foundations. When do different moral foundations emerge in life? Prior work has explored the conceptual development of different aspects of morality in childhood. Here, we offer an alternative approach to investigate the developmental emergence of moral foundations through the lexicon, namely the words used to talk about moral foundations. We develop a large-scale longitudinal analysis of the linguistic mentions of five moral foundations (in both virtuous and vicious forms) in naturalistic speech between English-speaking children with ages ranging from 1 to 6 and their caretakers. Using computational methods, we collect a dataset of 1,371 human-annotated moral utterances and automatically annotate around one million utterances in child-caretaker conversations. We discover that in childhood, words for expressing the individualizing moral foundations (i.e. Care/Harm, Fairness/Cheating) tend to emerge earlier and more frequently than words for expressing the binding moral foundations (i.e. Authority/Subversion, Loyalty/Betrayal, Purity/Degradation), and words for Care/Harm are expressed substantially more often than the other foundations. We find significant differences between children and caretakers in how often they talk about Fairness, Cheating, and Degradation. Furthermore, we show that the information embedded in childhood speech allows computational models to predict moral judgment of novel scenarios beyond the scope of child-caretaker conversations. Our work provides a large-scale documentation of the moral foundational lexicon in early linguistic communication in English and forges a new link between moral language development and computational studies of morality.

Developmental, Cognitive, Ocular Motor, and Neuroimaging Findings Related to SUFU Haploinsufficiency: Unraveling Subtle and Highly Variable Phenotypes

BackgroundBiallelic SUFU variants have originally been linked to Joubert syndrome, comprising cerebellar abnormalities, dysmorphism, and polydactyly. In contrast, heterozygous truncating variants have recently been associated with developmental delay and ocular motor apraxia, but only a limited number of patients have been reported. Here, we aim to delineate further the mild end of the phenotypic spectrum related to SUFU haploinsufficiency. MethodsNine individuals (from three unrelated families) harboring truncating SUFU variants were investigated, including two previously reported individuals (from one family). We provide results from a comprehensive assessment comprising neuroimaging, neuropsychology, video-oculography, and genetic testing. ResultsWe identified three inherited or de novo truncating variants in SUFU (NM_016169.4): c.895C>T p.(Arg299∗), c.71dup p.(Ala25Glyfs∗23), and c.71del p.(Pro24Argfs∗72). The phenotypic expression showed high variability both between and within families. Clinical features include motor developmental delay (seven of nine), axial hypotonia (five of nine), ocular motor apraxia (three of nine), and cerebellar signs (three of nine). Four of the six reported children had macrocephaly. Neuropsychological and developmental assessments revealed mildly delayed language development in the youngest children, whereas general cognition was normal in all variant carriers. Subtle but characteristic SUFU-related neuroimaging abnormalities (including superior cerebellar dysplasia, abnormalities of the superior cerebellar peduncles, rostrally displaced fastigium, and vermis hypoplasia) were observed in seven of nine individuals. ConclusionsOur data shed further light on the mild but recognizable features of SUFU haploinsufficiency and underline its marked phenotypic variability, even within families. Notably, neurodevelopmental and behavioral abnormalities are mild compared with Joubert syndrome and seem to be well compensated over time.

Child-directed speech in a large sample of U.S. mothers with low income.

Research on early language input and socioeconomic status typically relies on correlations in small convenience samples. Using data from Baby's First Years, this paper assesses the causal impact of monthly, unconditional cash transfers on child-directed speech and child vocalizations among a large, racially diverse sample of low-income U.S. mothers and their 1-year-olds (N = 563; 48% girls; 2019-2020). The monthly, unconditional cash transfers did not impact mothers' child-directed speech during a 10-min at-home play session (effect sizes range from -.08 to .02), though there was wide variability within this sample. Future work will assess the impact of the continued cash transfer on children's language input and development over time.

The Impact of COVID-19 on ‘Spanish-Speaking’ Children’s Phonological Development

Communication and social interaction have been limited during the COVID-19 pandemic. The aim of this study was to check if 3-, 4-, and 5-year-old children manifest alterations in oral language according to their stage of language development. To carry it out, the Induced Phonological Register developed by Monfort and Juárez was applied to analyze 150 participants (77 boys and 73 girls) with an average age of 4 years and 6 months. Children who experienced the COVID-19 pandemic for an extended period show a delay in the acquisition of some phonemes compared to children who undergo typical phonological development as specified by Laura Bosch (2003) regarding language development for Spanish children. Likewise, they present a higher number of erroneous words and phonemes than expected for their age.

Short versions of the Basque MacArthur-Bates Communicative Development Inventories (children aged 8–50 months)

This study provides a brief review of the adaptation of the short MacArthur-Bates Communicative Development Inventories (CDI) instruments into Basque. The study aims to provide the scientific community with several standardized instruments designed to measure the vocabulary size of young children (aged 8–50 months) who are learning Basque, a language spoken in Spain and France. Data from over 2,400 children, obtained using the Basque adaptations of the short CDI parental questionnaires, the BCDI-1s(hort), BCDI-2s, and BCDI-3, revealed the capacity of these instruments to identify the effect of age on the language development of preschool-age children exposed to this language, as has been attested in other (minority and non-minority) languages. The study also examined the effect size of age, sex, and language input. The results showed that sex had a null or very small effect on both lexical development and the rest of the scales, whereas the effect of language input increased as children grew older and was even stronger than the effect of age from 30 months onwards. These findings provide solid ground for discussing the relevance of various factors that affect young children's language acquisition.

Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings.

Daylong recordings provide an ecologically valid option for analyzing language input, and have become a central method for studying child language development. However, the vast majority of this work has been conducted in North America. We harnessed a unique collection of daylong recordings from Slovenian infants (age: 16-30months, N=40, 18 girls), and focus our attention on manually annotated measures of parentese (infant-directed speech with a higher pitch, slower tempo, and exaggerated intonation), conversational turns, infant words, and word combinations. Measures from daylong recordings showed large variation, but were comparable to previous studies with North American samples. Infants heard almost twice as much speech and parentese from mothers compared to fathers, but there were no differences in language input to boys and girls. Positive associations were found between the social-interactional features of language input (parentese, turn-taking) and infants' concurrent language production. Measures of child speech from daylong recordings were positively correlated with measures obtained through the Slovenian MacArthur-Bates Communicative Development Inventory. These results support the notion that the social-interactional features of parental language input are the foundation of infants' language skills, even in an environment where infants spend much of their waking hours in childcare settings, as they do in Slovenia.

Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes

BackgroundAccumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.MethodsIn this study with 801 six‐year‐old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.ResultsResults from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.ConclusionsFindings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long‐term effects of HLE is needed.

Caregiver involvement in support services for a child with hearing loss?

Family-centered practices are considered one of the crucial components of services offered to children with hearing loss in early intervention. These practices aim to empower caregivers to support the language development in children with hearing loss through family-centered early intervention. In Turkey, early intervention practices are commonly provided under the supporting services provided by Private Special Education and Rehabilitation Centers (PSERCs). However, there is limited information regarding the ways of involving caregivers in the support service process and about the content shared to empower them. This research was designed as a holistic single case study based on a qualitative approach to examine how caregiver involvement is achieved in support services in PSERC for pre-school children with hearing loss in Turkey. Data obtained through observations, semi-structured interviews, documents (Audiogram, activity items, etc.), and researcher diaries were analyzed inductively. Results demonstrate that a range of practices, such as informational notes, quarterly meetings, and debriefings are implemented at the focal PSERC. However, it found that the only practice that was consistently followed was debriefings. Although the content shared in the debriefings was seemingly supportive for the language skills of children with hearing loss, the information caregivers needed was diverse. The results clearly demonstrate that current attempts to involve caregivers at PSERCs lack family-centered practices. A more comprehensive approach is required to improve services at PSERCs and make them truly family-centered. Further research is crucial to this end.

Association between Cognitive Abilities before the Age of 3 Years and Those at Least 1 Year Later in Children with Developmental Delay.

This study investigated whether early cognitive assessment in children with developmental delay (DD) predicts cognitive development. We investigated the correlation between cognitive and language development in children with DD, cerebral palsy (CP), and autism spectrum disorder (ASD). Data were collected from children diagnosed with DD who visited the hospital between 2015 and 2023. The assessments included the Korean Bayley Scales of Infant and Toddler Development Second Edition (K-BSID-II) and the Korean Wechsler Preschool Primary Scale of Intelligence Fourth Edition (K-WPPSI-IV). Language development was evaluated using the Sequenced Language Scale for Infants (SELSI) and Preschool Receptive-Expressive Language Scale (PRES). The statistical analysis involved a correlation analysis. Among 95 children in the study, a significant correlation was discovered between early cognitive assessments (the Mental Developmental Index from the K-BSID-II) and later cognitive development (the Full-Scale Intelligence Quotient from the K-WPPSI-IV) in the DD and CP groups, but not in the ASD group. The DD and CP groups exhibited significant correlations in language development between the SELSI and PRES, whereas the ASD group did not. Early cognitive assessments can predict later cognitive development in children with DD and CP, but not in those with ASD, according to this study. There was a strong correlation between language and cognitive development in the DD and CP groups, highlighting the importance of early intervention and assessment for these children. Further investigation is necessary to address these limitations and refine demographic data.

Speech and Language Assessment Tools for Preschool and Primary School Children: Literature Review

The wide range of methods has been suggested for assessing the speech and language development in children. Therefore, the choice of suitable assessment tool is not always trivial. This article provides the overview of the methods used to examine Russian-speaking children, emphasises the parameters crucial for their comparison and, finally, choice itself. This review can be useful for researchers in the field of children’s speech and language development, specialists using various tools for assessing children’s speech in practice (pediatricians, speech pathologists, defectologists), as well as teachers and parents.

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

Process of language Use and Development: Case Studies in 6 Years of Age

The aim of this research is to determine the process of first language acquisition and development in 6 year old children. The method used in this research is a qualitative analysis method. The technique used in processing data and obtaining data is through observation and interviews with parents and children directly (face to face). The results of the research show that children's language development goes through several patterns, namely crying, cooing, moaning, intonation patterns, one-word speech, two-word speech, data inflections, interrogative sentences, rare/complex constructions, and mature speech.Furthermore, there are several levels of children's language, namely pre-speech, first words when names appear, word combinations and grammar. Meanwhile, there are several ways for children to acquire language, namely through acquisition and teaching. There are four factors in language acquisition, namely biology, environment, intelligence, and motivation. Parental involvement and supervision also greatly influences the complex process of children's language development.

The role of lexical and prosodic characteristics of mothers' child-directed speech for the early vocabulary development of Italian children with cochlear implants.

Variability in the vocabulary outcomes of children with cochlear implants (CIs) is partially explained by child-directed speech (CDS) characteristics. Yet, relatively little is known about whether and how mothers adapt their lexical and prosodic characteristics to the child's hearing status (before and after implantation, and compared with groups with normal hearing (NH)) and how important they are in affecting vocabulary development in the first 12 months of hearing experience. To investigate whether mothers of children with CIs produce CDS with similar lexical and prosodic characteristics compared with mothers of age-matched children with NH, and whether they modify these characteristics after implantation. In addition, to investigate whether mothers' CDS characteristics predict children's early vocabulary skills before and after implantation. A total of 34 dyads (17 with NH, 17 with children with CIs; ages = 9-32 months), all acquiring Italian, were involved in the study. Mothers' and children's lexical quantity (tokens) and variety (types), mothers' prosodic characteristics (pitch range and variability), and children's vocabulary skills were assessed at two time points, corresponding to before and 1 year post-CI activation for children with CIs. Children's vocabulary skills were assessed using parent reports; lexical and prosodic characteristics were observed in semi-structured mother-child interactions. Results showed that mothers of children with CIs produced speech with similar lexical quantity but lower lexical variety, and with increased pitch range and variability, than mothers of children with NH. Mothers generally increased their lexical quantity and variety and their pitch range between sessions. Children with CIs showed reduced expressive vocabulary and lower lexical quantity and variety than their peers 12 months post-CI activation. Mothers' prosodic characteristics did not explain variance in children's vocabulary skills; their lexical characteristics predicted children's early vocabulary and lexical outcomes, especially in the NH group, but were not related to later language development. Our findings confirm previous studies on other languages and support the idea that the lexical characteristics of mothers' CDS have a positive effect on children's early measures of vocabulary development across hearing groups, whereas prosodic cues play a minor role. Greater input quantity and quality may assist children in the building of basic language model representations, whereas pitch cues may mainly serve attentional and emotional processes. Results emphasize the need for additional longitudinal studies investigating the input received from other figures surrounding the child and its role for children's language development. What is already known on the subject Mothers' CDS is thought to facilitate and support language acquisition in children with various language developmental trajectories, including children with CIs. Because children with CIs are at risk for language delays and have acoustic processing limitations, their mothers may have to produce a lexically simpler but prosodically richer input, compared to mothers of children with NH. Yet, the literature reports mixed findings and no study to our knowledge has concurrently addressed the role of mothers' lexical and prosodic characteristics for children's vocabulary development before implantation and in the first 12 months of hearing experience. What this study adds to the existing knowledge The study shows that mothers of children with CIs produce input of similar quantity but reduced variety, and with heightened pitch characteristics, compared to mothers of children with NH. There was also a general increase in mothers' lexical quantity and variety, and in their pitch range, between sessions. Only their lexical characteristics predicted children's early vocabulary skills. Their lexical variety predicted children's expressive vocabulary and lexical variety only in the NH group. What are the practical and clinical implications of this work? These findings expand our knowledge about the effects of maternal input and may contribute to the improvement of early family-centred intervention programmes for supporting language development in children with CIs.

STUDI LITERATUR PERKEMBANGAN KEMAMPUAN BAHASA ANAK USIA 4-6 TAHUN BERCERITA

The primary objective of this research is to delineate the language capabilities of children using storytelling techniques. The investigation is prompted by the widespread difficulty children face in achieving proficient language skills. Inadequate language teaching methods for children have resulted in diminished interest in their linguistic progress. To address this issue, effective learning models tailored to individual needs need to be implemented. This study employs a literature review approach, scrutinizing various sources such as books, articles, and journals. The results emphasize the effectiveness of storytelling in augmenting language development in children. Storytelling is not only effective in fostering enjoyment during listening sessions but also in facilitating children to narrate their own stories. This conclusion is corroborated by a comprehensive analysis of relevant research findings, highlighting storytelling as a crucial strategy for improving language skills in early childhood. Keywords: Language Storytelling, Early Childhood