scholarly journals Early Language Development and Child Aggression

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Ceyhun Ersan
Keyword(s):  
Regression Analysis ◽  
Preschool Children ◽  
Language Development ◽  
Relational Aggression ◽  
Language Skills ◽  
Expressive Language ◽  
Negative Relationship ◽  
Aggressive Behaviors ◽  
Early Language ◽  
Early Language Development

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

scholarly journals A Pilot Quantitative Evaluation of Early Life Language Development in Fragile X Syndrome

2019 ◽  
Vol 9 (2) ◽  
pp. 27 ◽  
Author(s):  
Debra Reisinger ◽  
Rebecca Shaffer ◽  
Ernest Pedapati ◽  
Kelli Dominick ◽  
Craig Erickson
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Language Skills ◽  
Infants And Toddlers ◽  
Early Language ◽  
Early Language Development ◽  
Automated Vocal Analysis ◽  
Analysis System

Language delay and communication deficits are a core characteristic of the fragile X syndrome (FXS) phenotype. To date, the literature examining early language development in FXS is limited potentially due to barriers in language assessment in very young children. The present study is one of the first to examine early language development through vocal production and the language learning environment in infants and toddlers with FXS utilizing an automated vocal analysis system. Child vocalizations, conversational turns, and adult word counts in the home environment were collected and analyzed in a group of nine infants and toddlers with FXS and compared to a typically developing (TD) normative sample. Results suggest infants and toddlers with FXS are exhibiting deficits in their early language skills when compared to their chronological expectations. Despite this, when accounting for overall developmental level, their early language skills appear to be on track. Additionally, FXS caregivers utilize less vocalizations around infants and toddlers with FXS; however, additional research is needed to understand the true gap between FXS caregivers and TD caregivers. These findings provide preliminary information about the early language learning environment and support for the feasibility of utilizing an automated vocal analysis system within the FXS population that could ease data collection and further our understanding of the emergence of language development.

scholarly journals Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration

2021 ◽  
Vol 8 (1) ◽  
pp. 86-96
Author(s):  
Dewi Rosmala ◽  
Arini Nurul Hidayati ◽  
Fuad Abdullah
Keyword(s):  
Language Development ◽  
Language Disorder ◽  
Expressive Language ◽  
Early Language ◽  
Early Language Development ◽  
Late Talker

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences. 

scholarly journals AN ANALYSIS OF THE EARLY DISCOURSE OF BALINESE PRESCHOOL CHILDREN’S DIRECT SPEECH IN SINGARAJA

2019 ◽  
Vol 3 (2) ◽  
pp. 89
Author(s):  
I Luh Meiyana Ariss Susanti
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Language Development ◽  
Language Learners ◽  
Extended Family ◽  
Native Language ◽  
Language Preference ◽  
Early Language ◽  
Direct Speech ◽  
Early Language Development

This study analyzes the early language development of young Balinese preschool children in Singaraja. Specifically, the study focuses on the early discourse abilities of the novice language learners. The study involved ten 4 – years – old preschool children and their caregivers (parents, extended family members, and nannies) from Singaraja. The data were analyzed to see what discourse types were used by the children and in what language (Indonesian or Balinese). The results suggest that children produce more response discourse type in their utterances due to the fact that these young language learners have very limited communicative repertoire. It seems that their conversation range primarily revolves around the typical question and answer conversational dyad. Furthermore, it has been found that young children make use of the Indonesian language in their responses more than their native language (Balinese language). This language preference may be due to the fact that children are exposed to L2 influences such as: movies, song, and other learning materials.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

Gestural Communication in Deaf Children: The Effects and Noneffects of Parental Input on Early Language Development

1984 ◽  
Vol 49 (3/4) ◽  
pp. 1 ◽  
Author(s):  
Susan Goldin-Meadow ◽  
Carolyn Mylander ◽  
Jill de Villiers ◽  
Elizabeth Bates ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Deaf Children ◽  
Gestural Communication ◽  
Early Language ◽  
Early Language Development ◽  
Parental Input

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

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