The origin of language and relative roles of voice and gesture in early communication development

PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.

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Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

Child Development Research ◽

10.1155/2017/4506098 ◽

2017 ◽

Vol 2017 ◽

pp. 1-10

Author(s):

Amber J. Godwin ◽

Mary Margaret Capraro ◽

William H. Rupley ◽

Robert M. Capraro

Keyword(s):

Academic Achievement ◽

Vocabulary Acquisition ◽

Mathematics Interventions ◽

Communication Development ◽

Early Communication ◽

Mathematics Vocabulary ◽

And Mathematics ◽

Reading And Mathematics

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

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Sex differences in early communication development: behavioral and neurobiological indicators of more vulnerable communication system development in boys

Croatian Medical Journal ◽

10.3325/cmj.2019.60.141 ◽

2019 ◽

Vol 60 (2) ◽

pp. 141-149 ◽

Cited By ~ 5

Author(s):

Shir Adani ◽

Maja Cepanec

Keyword(s):

Sex Differences ◽

Communication System ◽

System Development ◽

Communication Development ◽

Early Communication

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A single case study of the communication development of a high-risk neonate, from birth to discharge from a Neonatal Intensive Care Unit (NICU)

South African Journal of Communication Disorders ◽

10.4102/sajcd.v52i1.203 ◽

2005 ◽

Vol 52 (1) ◽

Cited By ~ 2

Author(s):

Althea McInroy ◽

Alta Kritzinger

Keyword(s):

Intensive Care ◽

High Risk ◽

Neonatal Intensive Care ◽

Single Case ◽

Communication Disorders ◽

Single Case Study ◽

Communication Development ◽

Early Communication ◽

High Risk Neonate

Since preterm and low birth weight infants display a high-risk for communication disorders or delays, the Neonatal Intensive Care (NICU) provides the earliest opportunity where family-centered early communication intervention (ECI) services can be initiated. Extensive knowledge about high-risk neonates exists, but there appears to be limited knowledge about the emergence of early communication skills in these neonates. The aim of the study was to provide a systematic description of the successive communication developmental steps of a high-risk neonate on a weekly basis, from birth to discharge from a NICU, in order to guide further research on a larger scale. An Α-type single case study design was used to collect prospective data over 14 sessions during the participant's 51-day stay in the NICU. Using a comprehensive data-collection protocol, rich data sets were gleaned over time. The results are described as a chronology of events contributing to the participant's risk status and influencing his early communication development. The successive emergence the different components of language skills in the participant provided new insights into the communication development of a preterm neonate and should be further investigated. An ECI programme and guidelines for implementation in the NICU are discussed as a treatment option.

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Mothers' perceptions of their premature infant's communication: A description of two cases

Health SA Gesondheid ◽

10.4102/hsag.v21i0.945 ◽

2016 ◽

Vol 21 ◽

pp. 143-154

Author(s):

Michelle Pascoe ◽

Divya Bissessur ◽

Pat Mayers

Keyword(s):

At Risk ◽

Premature Infants ◽

Developmental Delays ◽

Survival Rates ◽

Physical Contact ◽

First Year ◽

Communication Development ◽

Early Communication ◽

Communication Difficulties ◽

First Year Of Life

Background: Survival rates of premature infants have increased due to advances in medicine. Premature infants however, remain at risk for developmental delays including communication difficulties. The bonding and attachment experiences of premature infants and their parents are often challenged, further placing these infants at risk for communication difficulties. This study firstly aimed to explore mothers' perceptions of their premature infants' communication. The second aim was to explore the mothers' perceptions of their own role in the communication development of their infants.Methods: A descriptive, longitudinal study was conducted with two mother—infant dyads.Three visits took place in the first year of life. Subjective maternal reports were obtained through semi-structured interviews.Results: Differences in the two mothers' perceptions were noted. The mothers described helping their infants to communicate through physical contact and talking. Risk and protective factors for early communication development are discussed in relation to the findings.Conclusion: The findings support the need for a healthy mothereinfant relationship in the first few months of life. Health professionals should support premature infants and their families after discharge in order to help them interact with their infants and encourage attachment and bonding.

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Early Communication Development of Children with Auditory Brainstem Implants

The Journal of Deaf Studies and Deaf Education ◽

10.1093/deafed/eny010 ◽

2018 ◽

Vol 23 (3) ◽

pp. 249-260 ◽

Cited By ~ 7

Author(s):

Laurie S Eisenberg ◽

Dianne Hammes Ganguly ◽

Amy S Martinez ◽

Laurel M Fisher ◽

Margaret E Winter ◽

...

Keyword(s):

Auditory Brainstem ◽

Communication Development ◽

Early Communication ◽

Auditory Brainstem Implants

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Early communication development and intervention for children with autism

Mental Retardation and Developmental Disabilities Research Reviews ◽

10.1002/mrdd.20134 ◽

2007 ◽

Vol 13 (1) ◽

pp. 16-25 ◽

Cited By ~ 111

Author(s):

Rebecca Landa

Keyword(s):

Children With Autism ◽

Communication Development ◽

Early Communication

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Communication development of a young child with Foetal Renoid syndrome: A seven-year follow-up study

South African Journal of Communication Disorders ◽

10.4102/sajcd.v53i1.198 ◽

2006 ◽

Vol 53 (1) ◽

Author(s):

Alta Kritzinger ◽

Lizanne Steenkamp

Keyword(s):

Research Database ◽

Intervention Programme ◽

Her Family ◽

Communication Development ◽

Early Communication ◽

Ex Post ◽

Assessment And Treatment ◽

Ex Post Facto ◽

Ear Anomalies ◽

The Right

The aim of the article is to describe the communication development of a child with Fetal Retinoid syndrome (FRS) from six months to seven years of age. Little is known about this rare acquired syndrome and its long-term implications, especially on a child's communication development. A descriptive, ex post facto research design was used to study the participant's communication development from 1996 when the family enrolled in an early communication intervention programme. Annual serial assessments of the participant and her family were conducted and the data were stored in a research database after each assessment. The results are described according to a 4-level assessment framework and indicated consistent, but moderate to minor delays in the participant's communication development with a mild hearing loss in the right ear, associated with ear anomalies. Although prenatal exposure to isotretinoin may have serious effects on the unborn fetus and even cause death, the participant did not display all the symptoms of FRS described in the literature. The favorable family circumstances, early commencement of intervention, and supporting early educational environments were protecting factors that could have contributed positively to the participant's communication development. The importance of knowledge accumulation about rare syndromes such as FRS in Communication Pathology and Audiology is discussed and guidelines for early identification, assessment and treatment applicable to the case are proposed as an intervention option.

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