Hindrances for Parents in Enhancing Child Language

Literature Review 3 learning including language. Children's language development is a complex and crucial process, and it is useful as a communication tool for their social life toward people around them for instance expressing their feeling during in interaction, solving problems, maintaining relationship, and also in terms of school readiness such as learning to write and read as the early step of literacy. Besides, parents are associated as a primary determinant having more time to engage and interact with children so that the idea of how children can develop their language is firstly begun in family setting; accordingly, parents are also addressed as their first teacher.

The Egyptian Journal of Otolaryngology, 2014

Results indicate that the majority of the included parents did not use effective methods to foster their child's language acquisition, although their knowledge about language development and intervention was adequate. There was a signi cant positive association between the parent's interaction score and the child's total language age. Socioeconomic status has been shown to be a signi cant predictor of a child's language outcomes. Conclusion Parent-child interaction is an important variable in the development of a child's language. Future research and intervention services should focus on increasing the quality of these interactions.

2006

There has been little research comparing the nature and contributions of language input of mothers and fathers to their young children. This study examined differences in mother and father talk to their 24 month-old children. This study also considered contributions of parent education, child care quality and mother and father language (output, vocabulary, complexity, questions, and pragmatics) to children's expressive language development at 36 months. It was found that fathers' language input was less than mothers' language input on the following: verbal output, turn length, different word roots, and wh-questions. Mothers and fathers did not differ on type-token ratio, mean length of utterance, or the proportion of questions. At age 36 months, parent level of education, the total quality of child care and paternal different words were significant predictors of child language. Mothers' language was not a significant predictor of child language.

Journal of Modern Rehabilitation, 2022

In recent years, some studies have indicated that some aspects of language performance of children from low socioeconomic status (SES) families are lower in language tests. Appropriate and timely interventions can partially prevent communication problems in these children. This study aimed to investigate the effect of a parental education program on word acquisition rates in Iranian toddlers from low SES families. Materials and Methods: Sixty-six mothers (toddlers aged 12-14 months) participated in this randomized controlled trial study. These mothers were allocated to the experimental group and control group using the randomization method of the permuted block (each block=6). After baseline assessments, mothers in the experimental group received parental education program aimed at enriching the mother-child interactions and mothers' knowledge of communication development for 9 weeks. The control group did not receive any education. The outcome measures were children's scores on the Persian version of the McArthur-Bates communicative development inventories and mothers' scores in multiple-choice exams regarding workshops' contents. Data were analyzed using of Chi-square test, independent t test and paired samples t-test, Mann-Whitney U-test, and Wilcoxon signed-rank test. Results: Both groups had a significant increase in vocabulary size, while changes in the experimental group were more than double that of the control group (P\u003c0.001). Other aspects of communicative behaviors, such as imitation, naming, and intentionality were changed only in the experimental group according to the course of typical development (P\u003c0.001). Mothers significantly got higher scores after the workshops in a multiple-choice exam regarding children's communication, language, and interaction (P\u003c0.001). Conclusion: The results demonstrate that mothers' knowledge of communication development is malleable and probably has positive effects on the communication behaviors of toddlers from low SES backgrounds.

Child Development, 2005

The MacArthur-Bates Communicative Development Inventories (CDI; , parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N = 113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and receptive language and measures from parentchild conversation. Associations indicated reasonable concurrent and predictive validity. The findings suggest that satisfactory vocabulary scores at age 2 are likely to predict normal language skills at age 3, although some children with limited skills at age 3 will have had satisfactory scores at age 2. Many children with poor vocabulary scores at 2 will have normal skills at 3.

Journal of K6, Education, and Management, 2019

This study aims to describe the influence of parenting patterns and socioeconomic status on the ability to discuss early childhood cannot be directly felt even though it is very important in shaping language women, but the process needs to be through the quality of parental communication to children in Kindergarten of Anjir Muara District. This study uses descriptive quantitative methods. The population were 300 children and sample were 173 people using the proportionate random sampling technique. Data collection uses questionnaires and observation. Hypothesis testing uses Path Analysis. The results there is a relationship (1) parenting pattern and parent communication (2) the socioeconomic status and parent communication (3) parents parenting pattern and children's language ability (4) family socioeconomic status and children's language ability (5) parent communication and children's language ability (6) indirect relationship parenting pattern, parents communication on children's language ability (7) socioeconomic status through parental communication on children's language ability.

Child Care Health and Development, 2014

Background Parental language is associated with children's later language development. Parenting programmes, based on social learning theory, enhance a range of parenting behaviours, yet there is limited evidence for their effect on parental language. Aim To assess the benefits of a behavioural-based parenting programme, which features components of language and communication, to enhance parental language. Method Parents of toddlers, aged 12 to 36 months, were recruited from eight Flying Start early intervention centres across Wales. Participants were randomised 2:1 either to a parenting programme (n = 60) or to a wait-list control group (n = 29). Researchers were blind to participant allocation throughout the trial. Fifteen-minute video-recorded observations of parents and children interacting during free-play, both at a pre-intervention and at 6-month follow-up, provided the data for the study. Five observed measures of parental language were assessed; quantity and variety, encouraging, critical, child-led and parent led interactions. Intervention The Incredible Years Parent-Toddler Programme (IYPTP) is a 12-week group-based behavioural intervention that teaches effective relationship and behavioural management skills including social, emotional and persistence coaching to enable parents to better support their children's development. Results Of 89 dyads that completed pre-intervention assessments 81 (54 intervention and 27 control) met the criteria for the current study. Intention to treat analysis indicated that child-led language interactions significantly benefited from the intervention [regression coefficient (B) = −1.44, 95% confidence intervals (CI) = −2.59 to −0.29, P = 0.015, effect size (ES) = 0.47] and a positive trend for encouraging language in favour of the intervention sample was evident. Per-protocol sample analysis replicated these findings with encouraging language reaching statistical significance (B = 1.07, 95% CI = 0.11 to 2.03, P = 0.03, ES = 0.52). No further benefits were evident. Conclusions The IYPTP has limited evidence as an effective programme for enhancing some aspects of parental language. 104 N. Gridley et al.

American Journal of Speech-Language Pathology, 2011

Purpose This study examined parent perception of early communication development before and after participation in language intervention. Method Fifty-three parents of toddlers with developmental delays and fewer than 10 spoken words completed the Parent Perception of Language Development, an experimental measure, before and after the children were randomly assigned to a language intervention, 2 of which focused on augmented communication with a speech-generating device, and 1 of which focused exclusively on speech. Results After intervention, the parents' perceptions of success became more positive. Their perceptions of the severity of the child’s language difficulties decreased for the augmented interventions but increased for the spoken intervention. Child outcome correlated positively with success and negatively with difficulty, but only the correlation between number of spoken words and difficulty was statistically significant. Conclusions Augmented language intervention ma...

School Community Journal, 2019

For the present review, we analyzed 28 studies researching the effects of interventions for parents with less education on the oral language development of their young children (ages 3-8). Two groups of interventions were distinguished: shared reading and other home activities. Within each group, we distinguished three categories of strategies: (1) oral language, (2) responsive communication, and (3) print and code awareness. In addition, we analyzed which modes of delivery for these activities and strategies were effective. Talk and play activities that use oral language activities and responsive communication strategies seem to be the most effective for parents with less education, especially when they are adapted to activities that occur in the families' daily lives and do not require the use of print. Activities that include the use of books and emphasize print and code awareness strategies seem less effective for parents with less education. Training parents during activities that include child involvement appears to be an effective mode of delivery. Recommendations for future research are presented to increase our knowledge of effective interventions to support the engagement of parents with less education in their young children's language development.

1991

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