Early Child Language Research Articles

Developmental patterns of non-word repetition by monolingual and bilingual school-aged children

Purpose The present study examines cross-sectional trends in performance on a quasi-universal non-word repetition (NWR) task. It also considers whether NWR performance is dependent on levels of exposure to a language and compares the performance of bilingual children across their two languages. Method A cross-sectional design was employed. The English and French quasi-universal NWR tasks, featuring stimuli from two to five syllables in length, was administered to Canadian school-aged monolinguals and two groups of bilinguals: those who encountered their second language in early childhood and those who encountered their second language at school entry. Result When evaluated in English, the early-exposure bilinguals produced significantly fewer errors than the school-entry exposure bilinguals and the English monolingual groups. When evaluated in French, the early-exposure bilinguals and the French monolinguals produced significantly fewer errors than the school-entry exposure bilinguals. Compared across languages, the French monolinguals produced fewer errors on the French version of the NWR task than the English monolinguals did on the English version of the same task. In both languages and across all analyses, the youngest age group (7–8 years) produced more errors than the two older groups (9–10 years and 11–12 years). Conclusion The quasi-universal NWR task showed sensitivity to improvements from 7 to 11 years of age in English and up to 9 years of age in French. Better performance in French may be due to the relatively greater frequency of multisyllabic words in that language. The development and use of this particular NWR task with monolinguals and bilinguals—in both of their languages—contribute to a deeper understanding of quasi-universal NWR performance in typically developing children.

Busy Book for Improving Students' Language Skills

Education for early childhood is a very important educational stage for a child because various developments are taking place, including language development. To optimize children's language development, appropriate learning media is needed, one of which is the busy book. This is a qualitative descriptive research doing library research which aims to describe busy books as learning media to stimulate early childhood language skills. In this study, writer collected data from various research journals and books related to busy books and early childhood education. Research results from various journals show that busy books can stimulate children to recognize symbols and letter sounds, assemble letters into words, and assemble words into meaningful sentences; activities in the busy book can improve speaking skills by mentioning and telling the pictures in the busy book. This study shows that busy books can be used as learning media to stimulate early childhood language skills.

Early childhood education language environments: considerations for research and practice.

The importance of developing early language and literacy skills is acknowledged by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a global human rights issue. Indeed, research suggests that language abilities are foundational for a host of cognitive, behavioral, and social-emotional outcomes. Therefore, it is critical to provide experiences that foster language acquisition across early learning settings. Central to these efforts is incorporating assessments of language environments into research and practice to drive quality improvement. Yet, several barriers may be preventing language environment assessments from becoming widely integrated into early education. In this brief, we review evidence on the types of experiences that promote language development, describe characteristics of language environment assessments, and outline practical and philosophical considerations to assist with decision-making. Further, we offer recommendations for future research that may contribute knowledge regarding strategies to assess and support language development. In addressing both areas, we highlight the potential for early childhood language environments to advance equity.

Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder.

Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze school-based SLPs' perceptions related to effective language and early literacy instruction for pre-K children with developmental language disorder (DLD). The goal of this study was to inform development of a new language and early literacy professional development program for inclusive pre-K teachers. Eight school-based SLPs participated in a 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and identify themes from the discussion. The researchers developed two themes: (a) SLPs identified repeated exposure to books, peer interaction, and teaching vocabulary with visual supports and props as key elements of language and literacy instruction that can be integrated into a variety of contexts, and (b) SLPs want more time with parents and teachers to support their book reading and model specific language strategies. SLPs identified several instructional practices inclusive pre-K teachers could be taught to use during professional development programs to support the emergent literacy development of children with DLD. They also discussed the need for ongoing collaboration between SLPs, caregivers, and teachers to maximize children's early language and literacy experiences. Future research should explore the impact of partnerships with caregivers and teachers on children's language and literacy outcomes.

Peningkatan Kemampuan Bahasa Dengan Menggunakan Media Pembelajaran Berbasis Aplikasi Canva di RA Aisyiyah Bontorita Kab.Takalar

The problem in this study is How to Improve Language aspects by Using Canva Application-Based Learning Media at RA Aisyiyah Bontorita Kab. Takalar with this type of research is action research focused on classroom situations or commonly referred to as Classroom Action Research (Classroom Action Research) with the research objective of improving aspects of early childhood language by using canva application-based learning media at RA Aisyiya Bontorita Kab Takalar.The language skills of group B children at RA Aisyiyah Bontorita have increased as seen in the data, it can be seen that in cycle I there were 22 children who were in the criteria for starting to develop with a percentage of 100%. This is because there are still mistakes in each indicator so that in cycle I it is stated that it is not yet at the level of achieving success while in cycle II which is in the criteria for developing very well totaling 20 children with a percentage of 80% and which is included in the criteria for developing as expected 2 children with a percentage of 20% of each indicator of language ability after being given action by using Canva Application-based learning media. So it can be said that the research has improved learning outcomes, namely meeting the achievement of success or entering the Very Good Developing (BSB) category. Keywords: ,,

LEARNING METHOD WHILE PLAYING DALAM MENINGKATKAN VERBAL SMART ANAK

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

Penggunaan Project-Based Learning (PBL) Eco-Enzim untuk Mengembangkan Kemampuan Menyimak dan Bicara Anak

This study aims to determine the effectiveness of the effect of learning the Problem Based Learning (PBL) model through Eco enzyme activities on the ability to listen and express language or speak in early childhood. This can be seen from various previous research results that the listening and speaking abilities of early childhood have not developed optimally. The learning which is assumed as an effort to improve listening and speaking skills for early childhood is by using the Problem Based Learning (PBL) learning model through Eco Enzim activities. This study used quantitative data collection techniques. The design used in this study is the Post test Only Control Design. The two groups were randomly selected and both groups were treated with PBL treatment. The post test was carried out on the experimental and control groups which arepreviously using solvin calculations. The results of the samples tested were 54 samples randomly. In the Kolmogrov-Smirnov normality test the speaking group obtained a result of 0.2, the listening group obtained a result of 0.054. In the Shapiro-Wilk normality test the speaking group obtained a result of 0.177, and the listening group obtained a result of 0.12. Then a homogeneous test was carried out with the Levene test, the result was 0.88, and in the independent sample t test, the result was 0.035, it can be concluded that HO was rejected and Ha was accepted. Therefore, there is an increase in the listening and speaking abilities of children in age group B in DKI Jakarta for the 2022-2023 school year on the effect of the eco enzyme project-based learning model. These results were obtained from data management of 118 children, through the solvin method the results obtained were 54 samples taken randomly. There is a standard deviation result looking at the distribution of data to the average, the result is 11,295 in the speaking variable, 7,808 in the listening variable. Thus that there is a significant (significant) difference between the average student learning outcomes in the listening group and the speaking group and the speaking group's results are superior to the listening group.

Relating referential clarity and phonetic clarity in infant-directed speech.

Psycholinguistic research on children's early language environments has revealed many potential challenges for language acquisition. One is that in many cases, referents of linguistic expressions are hard to identify without prior knowledge of the language. Likewise, the speech signal itself varies substantially in clarity, with some productions being very clear, and others being phonetically reduced, even to the point of uninterpretability. In this study, we sought to better characterize the language-learning environment of American English-learning toddlers by testing how well phonetic clarity and referential clarity align in infant-directed speech. Using an existing Human Simulation Paradigm (HSP) corpus with referential transparency measurements and adding new measures of phonetic clarity, we found that the phonetic clarity of words' first mentions significantly predicted referential clarity (how easy it was to guess the intended referent from visual information alone) at that moment. Thus, when parents' speech was especially clear, the referential semantics were also clearer. This suggests that young children could use the phonetics of speech to identify globally valuable instances that support better referential hypotheses, by homing in on clearer instances and filtering out less-clear ones. Such multimodal "gems" offer special opportunities for early word learning. RESEARCH HIGHLIGHTS: In parent-infant interaction, parents' referential intentions are sometimes clear and sometimes unclear; likewise, parents' pronunciation is sometimes clear and sometimes quite difficult to understand. We find that clearer referential instances go along with clearer phonetic instances, more so than expected by chance. Thus, there are globally valuable instances ("gems") from which children could learn about words' pronunciations and words' meanings at the same time. Homing in on clear phonetic instances and filtering out less-clear ones would help children identify these multimodal "gems" during word learning.

Futuristic applications of voice user interference on child language development

Voice User Interface (VUI) is an Artificial Intelligence tool that enables children to access a computing device and complete tasks through speech instead of using learning methods. VUI, a form of AI (Artificial Intelligence), takes a sound that children articulate in a spoken statement and use intent recognition to understand the action required to fulfill the child’s spoken request. The design and features of VUI have been developed to increase the interpersonal level of communication with users and, to some degree, make voice assistants behave like humans. The features that have been created, have been shaped in such a way as to improve learning efficacy and ease of use for early childhood learning development. The current available VUIs in the market have been geared to provide children with a simpler way to interact with access to educational technology learning tools. The research posits that there are two primary uses of VUI in childhood learning development exploration, whereby children use VUI as a form of entertainment and information seeking, and children use VUI to develop various knowledge facets. For children in the early language stages currently using language to communicate, VUI language stimulation can help children to engage in continuous communication processes, use and understand various words, and successfully complete more complex sentences. The research seeks to state the problems associated with VUI and the standard opinions based on research associated with the problem. Moreover, the study seeks to articulate the hypothesis that VUI is an effective tool for early childhood language learning through the use of peer-reviewed evidence and examples, to the hypothesis, to generate new and innovative perspectives.

Pengaruh Media Pop Up Book berbasis Multisensori terhadap Kemampuan Bahasa Anak Usia Dini di Taman Kanak-Kanak Perwati

The purpose of this study was to find out whether the learning method using Multisensory-based Pop Up Book media affects the language skills of Early Childhood at Perwati Kindergarten. The method used is a quantitative research method. The sample in this study totaled 22 children, consisting of 11 children in class B1 and 11 children in class B2. Data collection techniques using structured observation. Based on the results of research data analysis conducted, it was found that the language skills of early childhood in the experimental class using multisensory-based pop up book media were higher than the control class. The pretest average of the experimental class was 11.91 and that of the control class was 10.91. Meanwhile, the average post-test for the experimental class was 18.76 and for the control class was 16.73. Based on the pre-test and post-test data, the average score for the experimental class was 6.46, while the average score for the control class was 5.9. Based on the sig (2-tailed) value is 0.02 <0.5. Thus there is a significant difference between the control class and the experimental class. So that it can be terminated Ha is accepted and H0 is rejected. With the results of the study it can be concluded that the use of multisensory-based pop up book media has an effect on early childhood language skills

Unveiling The Linguistic Journey: Investigating Word Class Acquisition In 3-5 Year Old Children Through A Qualitative Approach

Early childhood language development is a multifaceted and intricate process that includes the acquisitionof various linguistic components. However, occurrence of language delays or disorders among 3-5-years-old children is a significant challenge that can impede this progression. These delays or disorders can have asignificant impact on word class acquisition, which is a fundamental aspect of language development. Thisstudy aims to elucidate the diverse types of word classes observed in the language acquisition process ofchildren aged 3-5 years in North Aceh. Specifically, the investigation focuses on noun, verb, and adjectiveword classes. Employing a qualitative approach within a descriptive research framework. Thus, variousdata collection techniques including observation, listening, recording, note-taking, and documentation,were utilized in this study. Purposive sampling was employed, resulting in a sample size of 5 participants.These five participants were selected based on their age criteria, research site location, language proficiency,active engagement in interactions, as well as their availability and willingness to participate. The primarydata source encompassed children aged 3-5 years, with a particular emphasis on nouns, verbs, and adjectivesderived from conversational interactions. The results revealed three distinct types of word classes in thelanguage acquisition process of children aged 3-5 years. Firstly, the noun word class encompassed a rangeof entities, such as people, animals, fruits, flowers, food and drinks, tableware, sports equipment, clothing,plants, transportation equipment, and other nouns typically associated with the child’s environment.Secondly, the verb word class comprised verbs accompanied by objects and verbs without objects. Thirdly,the adjective word class characterized the state of nouns or objects, encompassing descriptors relatedto mental attitude, shape, size, color, mileage, temperature and humidity, power of energy, and senseimpressions. This study sheds light on the diverse nature of language learning in children aged 3-5 yearsby evaluating and analyzing these distinct word classes. Equally significant, by examining the linguisticpatterns and structures that emerged during this time period, this study contributes to our understanding of how children acquire language during the preschool years.

Penggunaan Bahasa Pada Anak Usia Dini di Kelurahan Bulukunyi Kecamatan Polongbangkeng Selatan Kabupaten Takalar

This study aims to describe the use of language in early childhood in the home and school environment in Bulukunyi Village, South Polongbangkeng District, Takalar Regency. This type of research is classified as qualitative research, which is analysed descriptively. The data in this study are the utterances used by early childhood while playing in the home and school environment. The key instrument and used tools in the form of videos and cameras. The source of data in this study is class B students of Hilmawan Kindergarten, Takalar Regency with 23 students. This research data is data obtained from the results of observations and interviews of researchers on students of Hilmawan Kindergarten, Takalar Regency. The results show that the use of language in early childhood in Bulukunyi Village, Polongbangkengeng Selatan District, Takalar Regency uses two languages, namely Makassar language and Indonesian language which is called code mix. The results obtained, early childhood is more dominant in using non-standard Indonesian, but the position of the use of Makassar language can still be declared not extinct because early childhood when communicating still uses code mix.

Improving Early Childhood Language Development through “Kiki Miu-Miu” YouTube Videos

This article aims to examine the importance of language development in early childhood, specifically focusing on the YouTube video "Kiki Miu-Miu" as a tool for learning and entertainment. The study utilized a qualitative methodology, involving two groups of families: 5 families with children aged 2-4 years, and 5 families with children aged 5-6 years. The findings revealed that videos containing appropriate educational content can contribute to improving children's language skills. However, the utilization of YouTube videos also brings potential challenges, such as fostering passive viewing habits, exposing children to inappropriate content, and limiting opportunities for social interaction. The involvement of parents or caregivers is therefore crucial in monitoring and limiting children's viewing time, as well as ensuring that the content chosen is appropriate for their age and stage of development.

Creating the conditions for robust early language development for all: Part two: Evidence informed public health framework for child language in the early years.

One of the most significant developmental accomplishments is the emergence of language in early childhood. Whilst this process is effortless for most children, others can face significant hurdles. Identifying, in the early years, which children will go on to have developmental language disorder is, however, fraught with several well-documented challenges. In the preceding paper we described and linked new research evidence about factors that influence language development in the early years, noting that exposure to some may be time sensitive and that these influences cluster together and can accumulate over time. We demonstrated that risk profiles were associated with and characterised low language trajectories, and we considered how this information could be integrated into a concept that moves beyond screening at single time points in the early years. We argue that this evidence might be used to build an improved early years framework for language thereby creating a more equitable surveillance system that does not leave children living in less advantageous circumstances behind. Underpinning this thinking was a bioecological framework that incorporates the social, environmental and family factors in the child's ecosystem known to influence language development in the early years. To develop a proposal for the design and implementation of an early language public health framework based on current best evidence METHODS: We synthesised the findings from the companion paper (Reilly & McKean 2023) regarding early language trajectories, inequalities and clustering of risks with key public health concepts, relevant intervention evidence and implementation theories to develop a new framework for language surveillance and preventative interventions in the early years. An evidence informed early language public health framework is presented. Describing in turn (1) essential components; (2) relevant interventions; (3) essential qualities for implementation ((i) probabilistic, (ii) proportionate, (iii) developmental and sustained and (iv) codesigned); (4) system-level structures and (5) processes required to adopt and embed an early language public health framework in an existing Local Government Area's child health surveillance and early prevention-intervention systems. Children's language development influences their life chances across the life course and language difficulties are unfairly distributed across society. Current evidence points to the need for whole systems approaches to early child language and enables a blueprint for such a framework to be described. What is already known on the subject Early child language development sets the stage for a child's life chances and language difficulties can have profound long-term consequences. Such difficulties are unfairly distributed across society and the reach of preventative services is not universal or equitable. Several effective primary and secondary preventative interventions exist but their successful implementation is not straightforward. An early language public health framework of surveillance and intervention is described to provide equitable and effective early interventions to children from 0-4 years. We detail the essential components, interventions and qualities of that framework and describe system-level structures and processes required to adopt and embed an early language public health framework in a given locality. WHAT ARE THE CLINICAL IMPLICATIONS OF THIS WORK?: A whole systems approach to early child language is required and should be co-designed through local collaboration with family, community and children's services stakeholders. A public health speech and language therapist role could catalyse the implementation of such approaches and support continuous improvement.

Development of an Educational Game Tool, "Magic Spinman," to improve the Fine Motor Skills of Early Childhood Education Students

One of the things that affects learning is the teacher's strategy. Therefore, there is a need for the proper method to use educational game tools that support learning activities. From the six aspects that will be stimulated, there is an imbalance in that, not many teachers provide sufficient proportion to all elements, one of them physical motor aspects (fine motor and gross motor). This research focuses on the development of educational games aimed at increasing fine motor development in early childhood through educational games, which is provided in introducing knowledge of various objects around. The method used is research and development (Research amp; Development) with data collection techniques through interviews, observation, and documentation. The subjects in this study were children aged 4-5 years in group A at TK Annur Semarang. The results of this study were 23 children who had practiced the educational game "Magic Spinman" properly and smoothly; from the pre-test and post-test activities, it was found that there was an increase from 17.5 to 22.4, so the average score achieved several 4.9. In addition, product trials were not only able to stimulate fine motor aspects but found several aspects of development, including aspects of religious, moral, cognitive, language, social-emotional, and artistic values in early childhood. So that the existence of "Magic Spinman" media can be useful in optimizing children's potential, being able to improve fine motor skills in early childhood, and being able to become a child's attraction and interest in learning through attractive designs./p

Implementation of Information Communication Technology in Enhancing Early Childhood Language Development

This study aims to determine the effect of using Information Communication and Technology in improving language development in early childhood. The research method used is true experimental research. The subjects of this study were children aged 4-6 years in grades B1 and B2, the number of group B1 was 17 children and the number of group B2 was 17 children. The data collection tool used is in the form of observation sheets for the language development of children aged 4-6 years after being treated with ICT-based learning media. The results of the t-test show that the asymp. Significant (2-tailed) of 0.012 with a significant value <0.06. The hypothesis is accepted, meaning that ICT-based learning media can improve the language development of children aged 4-6 years for the better. Therefore, researchers provide suggestions that educators can use internet media, computers and technology as an alternative in learning activities, especially in early childhood language development.

The Role of Parents in Stimulating Early Children's Language Development Through Smartphone Use

Language is a relatively essential means of communication to pay attention to and develop in early childhood, starting from children who have not yet learned the sounds of language, the vocabulary of letters and phrases, to assembling simple sentences. In this case, parents, teachers, and the surrounding community are responsible for children's language development through digital media, one of which is media use. This study aims to describe the role of caregivers in stimulating children's language development through smartphone media. The type of research used is descriptive qualitative, through primary data as a source of research data originating from related parties obtained from respondents; this study uses a questionnaire data collection technique with two closed answers (yes/no) and is equipped with open questions obtained online through the Google forms platform. The data analysis technique is an interactive model carried out through three stages: data reduction, presentation, and verification. The results of this study explain that the use of wise parental supervision will be more effective and effective in increasing the stimulation of children's language development because parents control every child's activity at home. It can be seen from the duration of use. In early childhood, it reaches 47% in the range of 2-3 hours per day, and the application often used by children is YouTube as a way for children to gain mastery of language both orally and in writing. The study results show that caregivers' role in stimulating children's language development is crucial; this can be proven by children who think broadly and are skilled at communicating.

KETERLIBATAN ORANGTUA DALAM MENSTIMULASI PERKEMBANGAN BAHASA ANAK USIA DINI DI KABUPATEN BATANG

This study aims to determine the involvement of parents in stimulating language development in children and to find out what factors influence language development in early childhood. The method used in this research is qualitative method. The subjects in this study were parents who had early childhood d and were willing to provide information about their efforts to stimulate children's language development. The criteria for the subjects in this study were parents aged 25-40 years, having early childhood and native people of Batang Regency. This study used 10 respondents, the respondents consisted of various professions (teachers, housewives, civil servants, factory employees, laborers, bank employees and private employees. The results showed that language development in early childhood is closely related to stimulus and interaction with parents who in the family environment. Each parent has different ways to stimulate early childhood language development, including: inviting children to communicate, telling stories, reading books, storytelling, modeling simple sentences, learning while playing, doing role playing activities, singing, writing, drawing and facilitating early childhood with picture story books. Factors that hinder the stimulation of early childhood language development are the habit of parents giving gadgets without supervision, parents who are too busy working so they don't have free time to communicate, lack of attention parents on language development children and the family environment who are used to being busy with their respective cellphones so that children will imitate what they see. Keyword: Parent’s Role, Language Development, Early Aged Childhood

Application of the Storytelling Method to Improve Early Childhood Language Development at Islamic Kindergarten Al Ittifaqiah Indralaya

Classroom Action Research is one of the efforts that can be taken by teachers/researchers to test the effectiveness of a learning method and measure students' abilities in their treatment in a research class. Based on the low language skills of students in the Ittifaqiah Indralaya Islamic Kindergarten students, where in initial observations only 25% of my students had fairly good language skills, the researcher then conducted PTK using the storytelling method. The research was carried out for two cycles in which two actions were carried out in each cycle. Based on the results of the first action of cycle I, an increase of 60% was achieved, which was then followed by the second action of cycle I, which achieved an increase of 85%. In the first action cycle II, the research target of 90% was exceeded to 95% or leaving 1 student who had not reached the specified KKM. Based on the data analysis, it can be concluded that the storytelling method is successful in improving the language skills of Ittifaqiah Indralaya Islamic Kindergarten students.

Language outcomes from the UK-CDI Project: can risk factors, vocabulary skills and gesture scores in infancy predict later language disorders or concern for language development?

At the group level, children exposed to certain health and demographic risk factors, and who have delayed language in early childhood are, more likely to have language problems later in childhood. However, it is unclear whether we can use these risk factors to predict whether an individual child is likely to develop problems with language (e.g., be diagnosed with a developmental language disorder). We tested this in a sample of 146 children who took part in the UK-CDI norming project. When the children were 15-18 months old, 1,210 British parents completed: (a) the UK-CDI (a detailed assessment of vocabulary and gesture use) and (b) the Family Questionnaire (questions about health and demographic risk factors). When the children were between 4 and 6 years, 146 of the same parents completed a short questionnaire that assessed (a) whether children had been diagnosed with a disability that was likely to affect language proficiency (e.g., developmental disability, language disorder, hearing impairment), but (b) also yielded a broader measure: whether the child's language had raised any concern, either by a parent or professional. Discriminant function analyses were used to assess whether we could use different combinations of 10 risk factors, together with early vocabulary and gesture scores, to identify children (a) who had developed a language-related disability by the age of 4-6 years (20 children, 13.70% of the sample) or (b) for whom concern about language had been expressed (49 children; 33.56%). The overall accuracy of the models, and the specificity scores were high, indicating that the measures correctly identified those children without a language-related disability and whose language was not of concern. However, sensitivity scores were low, indicating that the models could not identify those children who were diagnosed with a language-related disability or whose language was of concern. Several exploratory analyses were carried out to analyse these results further. Overall, the results suggest that it is difficult to use parent reports of early risk factors and language in the first 2 years of life to predict which children are likely to be diagnosed with a language-related disability. Possible reasons for this are discussed.