Language In Preschool Children Research Articles

Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

This paper aims to identify the developmental characteristics of language in preschool children, capturing the impact of the speech therapy program on language development, and utilizing the principles of the TALK program in speech therapy intervention. The study sample consisted of 22 preschoolers, aged between 5-6 years, from a kindergarten in Cluj-Napoca. After dividing the participants into two groups, control and experimental, the evaluation was performed using three assessment tools: the Curriculum TALK, Portage (Language subscale), and the Logopedic Album. A speech therapy intervention program was implemented for the experimental group, followed by a final evaluation conducted using the same assessment tools. After collecting the results from pre and post-tests, all data were centralized in an SPSS database for processing. Thus, by using the paired samples t-test (hypothesis 1), the independent samples t-test (hypothesis 2), and Pearson’s bivariate correlation (hypothesis 3), it was found that all research hypotheses were confirmed.

Child assistance training: Effects of training on parents’ knowledge in children’s language and numeracy development

Preschool-age children show rapid development in various aspects of their development, including numeracy and language development. Various and appropriate stimulations are expected to optimize their development. Parents as the closest support system for preschool children have a very significant role, especially in helping children optimize their numeracy and language skills. Parents can play an optimal role if they understand children's numeracy and language development. In this community service program, parents are given training on "Optimizing the Learning Environment for Numeracy and Language in Preschool Children" which aims to increase parents' understanding of children's numeracy and language development and efforts to optimize it. The participants were 31 parents and Posyandu cadres in Jatimukti, Sumedang, West Java. Parents' understanding was measured through a pre-test questionnaire administered at the beginning of the training and a post-test questionnaire at the end of the training. The results showed a positive effect of the training on parents' understanding of children's numeracy and language development. Therefore, the results of this training recommend further trainings aimed at improving parents' understanding of language and numeracy development in preschool childrens.

Understanding the impact of parental involvement subtypes on Chinese preschool children's language ability.

Parental involvement, especially home-based involvement and home‒school communication, is an important factor affecting the development of preschool children's language abilities. Although previous studies suggest that parents are important catalysts in shaping children's language achievement, it is still unclear how types of parental involvement affect children's language abilities. This study surveys 874 preschool children in China and finds that home-based involvement boosts children's language abilities via improved approaches to learning. Surprisingly, we also find that home‒school communication negatively predicts children's language abilities via decreased approaches to learning. Moreover, school-based involvement has no significant association with children's language abilities. This study contributes new insights to the literature on children's language abilities by uncovering the various impacts of the subtypes of parental involvement and providing a process explanation accordingly.

HIGH-INTENSITY OF GADGET USE INCREASES “CAUTIONS” TOWARD PRESCHOOL CHILDREN DEVELOPMENT

Development is an ongoing process and related to functional matters. One of the factors influencing development is the environment. Excessive and uncontrolled use of gadgets can adversely affect children's motor development, social abilities and communication. This study aims to analyze the relationship between the intensity of gadget use to social personal development, fine motor, gross motor and language in preschool age children (3-6 years). The study subjects were 135 children aged 36 to 72 months. Sampling is done by Purposive Sampling technique. Data retrieval using Denver II Sheet (which has been adapted for use in Indonesia) for early detection examination of child developmental disorders. The results of the study obtained the type of gadgets used by children: 82.5% smartphones, 4.4% tablets, 5.2% smartphones and tablets, 5.2% smartphones and laptops. Based on the type of application used: 8.1% learn (reading, writing, etc.), 35.6% video, 45.9% games and 10.9% puzzles. Meanwhile the intensity of gadget use in preschoolers was obtained 27.4% low intensity, 32.6% medium intensity and 40.0% children using gadgets with high intensity. Chi-square test results showed social personal development p 0.000; fine motor p 0.001; gross motor p 0.069 and language p 0.000.The conclusion of this study is the intensity of gadget use related to the development of social personal, fine motor and language in preschool children (36-72 months).

Language abilities in preschool children with critical CHD: a systematic review.

Children with critical CHD are at risk for neurodevelopmental impairments, including delays in expressive and receptive language development. However, no study has synthesised the literature regarding language abilities in children with this condition. We summarised the literature regarding expressive and receptive language in preschool children with critical CHD. MEDLINE, Embase, Scopus, Child Development and Adolescent Studies, ERIC, PsycINFO, and CINAHL. We included studies published between January, 1990 and 1 July, 2021, focused on children aged ≤5 years with critical CHD requiring a complex cardiac procedure at age <1 year. Language ability was documented using standardised, validated tools assessing both expressive and receptive language outcomes. Data (study, patient and language characteristics, and results) were extracted by two reviewers. Seventeen studies were included. Among children 2-5 years old with critical CHD, there were statistically significant deficits in overall (standardised mean difference: -0.46; 95 % confidence interval: -0.56, -0.35), expressive (standardised mean difference: -0.45;95 % confidence interval: -0.54, -0.37), and receptive (standardised mean difference: -0.32; 95 % confidence interval: -0.40, -0.23) language compared to normative data. Results reported as medians were similar to meta-analysis findings. Subgroup analysis showed that children with univentricular physiology had lower language scores than children with biventricular physiology. Preschool children with critical CHD had statistically significantly lower language outcomes compared to expected population norms. Healthcare professionals should test early and often for language deficits, referring to individually tailored supports.

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 &lt; 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.

Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary

This paper presents the results of an intervention study focused on understanding how a 5-month, vocabulary-focused texting program called Text to Talk can enhance home-school connections concerning vocabulary and preschool children's language learning. Classrooms (49) were randomly assigned to intervention or control status in an urban preschool program in the eastern United States. Intervention teachers delivered Text to Talk, a curriculum-aligned program that provides weekly texts for teachers to send to families that include vocabulary words and related activities from books being read in the classroom. Children's target word knowledge and receptive language skills (PPVT) were measured at baseline and follow-up, with treatment effects on target word knowledge (d = 0.17). Treatment families reported much higher use of texting as a source of communication with teachers, but otherwise rates of home-school communication in person, phone, and with paper were unchanged; family self-report of general home learning activities was also unaffected by treatment status. Implementation analysis showed moderate to high fidelity among teachers and families, with greater family fidelity associated with larger treatment impacts. The findings suggest that a family-focused texting-based program, aligned with the school curriculum, leads to improved taught-word knowledge among children from under-resourced communities.

Research on the Development of Preschool Children's Language Ability under the Background of Kindergarten-family Collaboration

Research on the Development of Preschool Children's Language Ability under the Background of Kindergarten-family Collaboration

Examining the role of demographic characteristics, attachment, and language in preschool children’s executive function skills

ABSTRACT Executive function (EF) skills play a crucial role in young children’s academic and social-emotional development. Given that factors associated with poverty can compromise the development of EF skills, it is vital to continue to examine what factors help predict and support EF skills in children from at-risk backgrounds. Using a sample of Head Start children (N=43), we examined the role of children’s demographic characteristics, attachment relationship to adults, and receptive language skills and bilingual status in children’s EF skills. Results of the analysis showed that most children in this sample performed within the ‘average’ range in EF performance and that females performed significantly higher on the MEFS compared to boys. Results from a sequential regression analysis showed that receptive language skills in English and being bilingual were predictive of EF skills above and beyond demographic characteristics and attachment relationship to adults. Implications for early childhood learning and practice are discussed.

Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities.

Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked.We tested four- and six-year-old children (n = 92) with a communication task, a questionnaire assessed parents' SES and socio-cognitive engagement.Socio-cognitive engagement predicted children's communication abilities while the parental educational background and income did not. This emphasizes the notion that communication is a highly socio-cognitive task, one which children perform the better the more frequently they engage in socio-cognitive interactions.

Formation of bilingual competence of future teachers of preschool and primary education in the Crimea

The problem of specially trained bilingual teachers remains very relevant for the educational institutions of Crimea. On the one hand, the needs of society, parents, ready to train and educate children in preschool and primary educational institutions of Crimea are growing. On the other hand, there is a problem in the level of knowledge of the state, native Crimean Tatar language of preschool children, and from the third side - the preparation of qualified bilingual teachers. The researches of V.F. Gabdulkhakov, A.M. Gareeva, M.T. Gizzatullina, R.R. Devletov, L.L. Salekhova, F.F. Harisov, Ch.M. Harisova etc. are dedicated to the problems of the preparation of a bilingual teacher in the conditions of developing Russian-national bilingualism in Russia. Substantive studies on this problem were conducted abroad by R. Aliev, N. Kazhe, M. Siguan, U.F. Makki, E. Yu. Protasova, N.M. Rodina and others.

The expression and change of giving directives in the language of pre-school children

It is stated that children in their speech master directives at their earliest age and they use them the most frequently. However, it is currently unknown how these directives develop in the Lithuanian language and how their expression changes when a child grows up. This article investigates the change in the number and expression of directives during child’s raising, and what their differences emerge individually by comparing the speech of girls and boys. It is expected that the analysis conducted during the work will contribute to the studies of children’s pragmatic competence in Lithuania, i.e. to establish the most common characteristics typical to the directives used by children, by comparing the directives used by pre-school children at the beginning of the academic year and in its end in order to identify the differences and how children’s speech changes when more intensive formal education starts. The paper involves the gender dimension by expecting that differences in the language may be also envisaged between girls and boys. The object of this paper is directives used in spontaneous dialogues of pre-school children. The work material consists of 12 children’s dialogues, which have been transcribed and encoded morphologically by Software CHILDES (Child Language Data Exchange System). The following methods were applied during the work: 1) Cross-sectional (by sampling the subjects and gathering the work material); 2) Linguistic text corpora (by filing and analysing a child language text by Software CHILDES); 3) Comparative (by comparing: a) Data of the speech of girls and boys; b) Data of the speech of five-year-olds and six-year-olds). After summarising the results of this research, it might be stated that even pre-school children can use different forms of directive types. As it was expected, more difficult constructions and forms develop by experiencing more different situations, what is seen when the stages change (at the beginning and in the end of the study). The gender dimension highlighted in the study suggests that considerable differences were not identified, and most cases reported indicate more common charcteristics.

Screening for the Identification of Oral Language Difficulties in Brazilian Preschoolers: A Validation Study.

Purpose This study aimed to develop and validate a screening questionnaire for the early identification of language difficulties in Brazilian Portuguese-speaking preschool children. Method The article is divided into two studies. In the first study, we reported the theoretical principles that guided the development of the Screening for Identification of Oral Language Difficulties by Preschool Teachers (SIOLD) and tested the validity of its structure. The psychometric properties of the SIOLD were tested using a sample of 754 children attending Year 1 of preschool. Thirty-two teachers coming from eight different schools completed individual questionnaires for all their students. Confirmatory factor analysis was used to assess the validity of the SIOLD. In the second study, we investigated the accuracy of the questionnaire for identifying children with oral language difficulties using a different sample of 100 preschool children. Using receiver operating characteristic and precision recall curves, we assessed the sensitivity and specificity of the SIOLD to identify children who showed impaired language performance in a short battery of tests. Results The SIOLD has been shown to be a valid and accurate questionnaire for assessing the form and content of oral language in preschool children. It showed good accuracy, with sensitivity ranging between .750 and .857 and specificity of .946 for the identification of language difficulties. Among the cases positively identified by the SIOLD as having language difficulties, 54.5% were true cases of language disorders, while 45.5% were false alarms. The combination of these findings shows that the SIOLD overpredicts positive cases but identifies most children with true language disorders and passes most children without language disorders, as required of a good screening test. Conclusions The questionnaire provides a useful tool for enabling Brazilian teachers to refer children with language difficulties to the speech-language services. The theoretical and clinical implications are discussed.

MAIN FEATURES OF QUALITATIVE LEARNING SPACE AND PRE-SCHOOL CHILDREN LANGUAGE DEVELOPMENT

The main goal of ongoing transformation of the Latvian pre-school education system is competence-based approach. The essence of this approach is to promote functionality, integrity and practical application of knowledge, explanation of the surroundings, universality of skills, creativity, problem solving. Modern society requests not only for teacher to demonstrate enthusiasm by sharing a deep level of content knowledge, but also necessity of learning space which focus on sensorial senses. It is a way of learning through doing, the process when children obtain knowledge and skills via personal experience, like being creative, flexible, able to analyse, think critically etc. The aim of this article is to analyse successfully created learning space and language development for pre-school age children based on literature analysis and adapted survey results. The empirical study, which took place in Riga, examines these two aspects in pre-school children development of language, communication and the prerequisites of reading and writing. The Latvia State Research Program “Latvian language” No. VPPIZM-2018/2-0002 researchers find out that children who attend minority pre-school education programme have insufficient support in Latvian language environment. Results, conclusions. Qualitative learning space promotes learning abilities and responsible attitudes. This important condition needs to be implemented in competence-based approach to see improvements in pre-school children language and communication development.

Vecāku līdzdalība pirmsskolas vecuma bērnu vārdu krājuma paplašināšanā

Parental involvement in the development of the vocabulary of preschool children will improve not only their success at school, but also their cognitive and emotional development. Children start to learn language from the moment they are born and this process depends on the continued involvement of the parents. The aim of the article is to define the extent of parental knowledge and opinions regarding the development of the vocabulary and the methods that could be used to improve it. The article is based on the results of a previous study that is a part of a national research programme (“Latviešu valoda”) which focuses on the development of Latvian language in preschool children. The study used parental surveys in order to gather their opinion on the importance of their involvement in the development of preschool children’s vocabulary. The data gathered from these surveys was analysed to present statistically significant results. The information gathered from the surveys could be used to analyse if there are any issues in the parental knowledge about vocabulary development and used by teachers and education specialists to support parents in a more informed way. One of the observed effects of the surveys was an increased parental attention to the speech and vocabulary of their children which was required in order to answer the questions. Similarly, the parents noticed that some activities and processes that are related to the language development did not previously receive as much of their attention as they thought they should give. Conversations, reading and singing were considered to be the most important tools of speech and language development by the surveyed parents. Alarmingly, approximately half of the parents considered the requirements for vocabulary development to be lower than what is currently considered to be standard with a large proportion of the parents significantly underestimating these requirements. Therefore, the authors believe that parents often fail to recognise issues with their child’s vocabulary, as they lack the knowledge to properly assess the development of speech and vocabulary. The results of the study suggest that the problem of parental implication in preschool children’s vocabulary should be analysed further and extended to consider the family’s socioeconomic context.

Evaluating the Effectiveness of a ‘Real‐World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial

BackgroundShared reading interventions can impact positively on preschool children's language development and on their caregiver's attitudes/behaviours towards reading. However, a number of barriers may discourage families from engaging with these interventions, particularly families from lower socio‐economic status (SES) backgrounds. We investigated how families from such backgrounds responded to an intervention designed explicitly to overcome these barriers.MethodsIn a preregistered cluster randomised controlled trial, 85 lower SES families and their 3‐year‐old to 4‐year‐old children from 10 different preschools were randomly allocated to take part in The Reader's Shared Reading programme (intervention) or an existing ‘Story Time' group at a library (control) once a week for 8 weeks. Three outcome measures were assessed at baseline and post intervention: (1) attendance, (2) enjoyment of the reading groups and (3) caregivers' knowledge of, attitudes and behaviours towards reading. A fourth − children's vocabulary – was assessed at baseline and 4 weeks post intervention.ResultsFamilies were significantly more likely to attend the intervention group and rated it more favourably, compared with the control group. However, there were no significant effects on caregivers' knowledge, attitudes and behaviours or on children's language.ConclusionThe intervention was only successful in engaging families from disadvantaged backgrounds in shared reading. Implications for the use, duration and intensity of shared reading interventions are discussed.HighlightsWhat is already known about this topic Shared reading interventions have the potential to impact positively on child language and on their caregivers' attitudes/behaviours. However, a number of barriers may discourage families from participating or engaging with these interventions, particularly families from lower socio‐economic status (SES) backgrounds. What this paper adds We investigated how families from lower SES backgrounds responded to an intervention designed to overcome these barriers by, in particular, emphasising the enjoyment of reading, rather than its educational value. This paper evaluates a real‐world intervention programme designed and developed by a third sector organisation, as opposed to a researcher‐designed shared reading intervention. Families were significantly more likely to attend the intervention group and rated it more favourably, compared with the control group. Implications for theory, policy or practice These findings highlight the importance of evaluating the effectiveness of real‐world interventions that have been designed outside of the research community. Despite the intervention using evidence‐based interactive reading techniques, which have been shown to positively impact on child language, this shared reading intervention did not have a significant effect on caregivers' home literacy practices or on child language. Testing longer/more intensive interventions or interventions that engage teachers and other practitioners, as well as families, would be a fruitful avenue for future research.

Influence of family environment on the development of speech and language in pre-lingually deaf children after cochlear implantation.

To investigate the influence of family environment on the development of speech and language in pre-school children after cochlear implantation. A total of 88 pre-lingually deaf children, aged 2-5years, who received cochlear implantation, were included in this study. All families completed a self-report family environment questionnaire (FES). The deaf children's linguistic progress was assessed by Categories of Auditory Performance (CAP) and Speech Intelligibility Rating (SIR) at 0, 3, 6 and 12months after implantation. The family environment was the significant factor associated with CAP and SIR at 6months post-implantation. The children in families with higher levels of Cohesion, Intellectual-Cultural Orientation and the ability to express emotion effectively had better auditory and speech abilities, while children in families with low intimacy and high incompatibility exhibited a delay in the development of auditory speech (P<.05). The development of speech and language in pre-lingually deaf children after cochlear implantation can be influenced by family environment and parents' roles.

A Long-Term Study of Young Children's Rapport, Social Emulation, and Language Learning With a Peer-Like Robot Playmate in Preschool.

Prior research has demonstrated the importance of children's peers for their learning and development. In particular, peer interaction, especially with more advanced peers, can enhance preschool children's language growth. In this paper, we explore one factor that may modulate children's language learning with a peer-like social robot: rapport. We explore connections between preschool children's learning, rapport, and emulation of the robot's language during a storytelling intervention. We performed a long-term field study in a preschool with 17 children aged 4–6 years. Children played a storytelling game with a social robot for 8 sessions over two months. For some children, the robot matched the level of its stories to the children's language ability, acting as a slightly more advanced peer (Matched condition); for the others, the robot did not match the story level (Unmatched condition). We examined children's use of target vocabulary words and key phrases used by the robot, children's emulation of the robot's stories during their own storytelling, and children's language style matching (LSM—a measure of overlap in function word use and speaking style associated with rapport and relationship) to see whether they mirrored the robot more over time. We found that not only did children emulate the robot more over time, but also, children who emulated more of the robot's phrases during storytelling scored higher on the vocabulary posttest. Children with higher LSM scores were more likely to emulate the robot's content words in their stories. Furthermore, the robot's personalization in the Matched condition led to increases in both children's emulation and their LSM scores. Together, these results suggest first, that interacting with a more advanced peer is beneficial for children, and second, that children's emulation of the robot's language may be related to their rapport and their learning. This is the first study to empirically support that rapport may be a modulating factor in children's peer learning, and furthermore, that a social robot can serve as an effective intervention for language development by leveraging this insight.

학령전기 단순언어장애 아동 및 또래아동의 마음이론, 집행기능, 언어능력간의 관계

연구목적: 마음이론(Theory of Mind, ToM)은 자신과 다른 사람의 믿음을 이해하도록 하는 사회인지적 기능으로, 4-5세부터 발달하기 시작한다. 본 연구에서는 학령전기 단순언어장애 아동과 일반아동을 대상으로 마음이론, 집행기능, 언어능력간의 상관관계에 대해 알아보았다. 연구방법: 만 4-6세 단순언어장애 아동 24명과 일반아동 31명을 대상으로 틀린믿음 과제와 집행기능 과제를 실시하였다. 자료처리를 위해 이원분산분석, 상관분석을 실시하였다. 연구결과: 단순언어장애 아동 집단은 1차 틀린믿음 과제, 구어 작업기억, 억제 과제에서 일반아동 집단에 비해 유의미하게 낮은 수행력을 보였다. 일반아동 집단에서 2차 틀린믿음 과제와 집행기능 과제 간 유의한 상관관계가 나타났으나 단순언어장애 아동 집단에서는 나타나지 않았다. 이와 같이 학령전기 단순언어장애 아동은 일반아동에 비해 2차 틀린믿음과 언어능력의 관계가 긴밀하지 않은 것으로 나타났다. 결론: 학령기 단순언어장애 아동의 사회적, 상호작용적 어려움을 예방하기 위해 상호작용적 중재를 실시할 필요가 있다.

Effect of Television Exposure on Attention and Language in Preschool Children

AimTo evaluate the effects of television (TV) on language and attention in preschool children.IntroductionThere are contradictory reports of the effects of TV watching on children language, cognition, and attention. No research has been conducted to study these effects on Arabic-speaking children.Patients and methodsA cross-sectional study was conducted on parents of preschool children with delayed language development aged 1.5–6 years recruited from the Phoniatric Unit in Sohag University Hospital. A total of 112 parents are asked if their children are watching TV, average duration of daily TV watching, type of programs, and if there is interaction during the day. All data are correlated with children language and attention.ResultsThere is a strong negative correlation between receptive and expressive language age and inattention (r=–0.8) and the duration of TV watching (r=–0.6). This indicates that the poorer the inattention and the longer TV watching, the more unfavorable the results of receptive and expressive language age. There is a significant difference between certain types of song channels and inattention (P=0.03).ConclusionThe quality of televised programs that promote language learning for preschool children should be encouraged in the Arabic-speaking society. Moreover, the duration of watching TV should be decreased to allow proper interaction of children with their parents and caregivers. Educating parents and increasing their awareness of the adverse effects of TV on their child’s development, cognition, language, and attention should be pursued and addressed.