En
Abstract
Background
Positive quality of parent-child interactions is essential for shaping a child’s language development. Many individual factors have been found to be associated with language development, but their interaction with each other and their relation with language development is still less clear.
Objective
The aim of the study was to evaluate whether the quantity and quality of parent-child interactions contribute to language development and to detect the factors that would influence this interaction in different socioeconomic standards to consider them while planning the therapy program.
Patients and methods
This study included 100 parents and their children; they were attendants at the Phoniatric Unit of Kasr Al Aini Hospital, complaining of delayed language development in their children. Parents included 60 women and 40 men; their ages ranged between 21 and 43 years, with a mean age of 32.7 ± 5.5 years. The age range of the children was 27–49 months, with a mean of 38 ± 5.7 months. The parents were asked to fill in a questionnaire, which was divided into two sections (A and B). Section A described the parents’ communicative behavior and section B included basic information on the parents and their beliefs about causes and management of delayed language development. Socioeconomic status of the parents was assessed. Children included in the study were subjected to the protocol of language assessment.
Results
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 significant positive association between the parent’s interaction score and the child’s total language age. Socioeconomic status has been shown to be a significant 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.
Article PDF
Similar content being viewed by others
References
Evans MA, Shaw D. Home grown for reading: parental contributors to young children’s emergent literacy and word recognition. Canadian Psychol 2008; 49: 89–95.
Neuman SB, Koh S, Dwyer J. Chello: the child/home environmental language and literacy observation. Early Child Res Q 2008; 23: 159–172.
Glascoe FP, Leew S. Parenting behaviors, perceptions, and psychosocial risk: impacts on young children’s development. Pediatrics 2010; 125: 313–319.
Garcia S, Mendez-Perez A, Ortiz A. Mexican American mothers’ beliefs about disabilities. Implications for early childhood intervention. Rem Spec Educ 2000; 21: 90–100.
Sénéchal M, LeFevre JA. Parental involvement in the development of children’s reading skill: a five-year longitudinal study. Child Dev 2002; 73: 445–460.
Raviv T, Kessenich M, Morrison FJ. A mediational model of the association between socioeconomic status and three-year old language abilities: the role of parenting factors. Early Child Res Q 2004; 19: 528–547.
Gartstein MA, Crawford J, Robertson CD. Early markers of language and attention: mutual contributions and the impact of parent-infant interactions. Child Psychiatry Hum Dev 2008; 39: 9–26.
Kima H, Barkb Y, Choic J, Kimd S. Development of preschool children from disadvantaged family backgrounds in South Korea. Procedia Soc Behav Sci 2012; 55: 739–745.
El-Gilany A, El-Wehady A, El-Wasify M. Updating and validation of the socioeconomic status scale for health research in Egypt. East Mediterr Health J 2012; 18: 962–968.
Kotby MN, Khairy A, Baraka M, Rifaie N, El-Shobary A. Language testing of Arabic speaking children. Proceedings of the XXIII World Congress of International Association of Logopedics and Pediatrics, August 1995.
Weizman ZO, Snow CE. Lexical input as related to children’s vocabulary acquisition: effects of sophisticated exposure and support for meaning. Dev Psychol 2001; 37: 265–279.
Tamis-LeMonda CS, Bornstein MH, Baumwell L. Maternal responsiveness and children’s achievement of language milestones. Child Dev 2001; 72: 748–767.
Tempel AB, Wagner SM, McNeil CB. Parent-child interaction therapy and language facilitation: the role of parent-training on language development. J Speech Lang Pathol Appl Behav Anal 2008; 3: 78–94.
Schoon I, Parsons S, Rush R, Law J. Childhood language skills and adult literacy: a 29-year follow-up study. Pediatrics 2010; 125: e459–e466.
Topping K, Dekhinet R, Zeedyk S. Hindrances for parents in enhancing child language. Educ Psychol Rev 2011; 23: 413–455.
Raikes H, Green BL, Atwater J, Kisker E, Constantine J, Chazan-Cohen R. Involvement in early head start home visiting services: demographic predictors and relations to child and parent outcomes. Early Child Res Q 2006; 21: 2–24.
Umek ML, Podlesek A, Fekonja U Assessing the home literacy environment: relationships to child language comprehension and expression. Eur J Psychol Assess 2005; 21: 271–281.
Dieterich SE, Assel MA, Swank P, Smith KE, Landry SH. The impact of early maternal verbal scaffolding and child language abilities on later decoding and reading comprehension skills. J School Psychol 2006; 43: 481–494.
Anderson CE, Marinac JV. Using an observational framework to investigate adult language input to young children in a naturalistic environment. Child Lang Teach Ther 2007; 23: 307–324.
Westerlund M, Lagerberg D. Expressive vocabulary in 18-month-old children in relation to demographic factors, mother and child characteristics, communication style and shared reading. Child Care Health Dev 2008; 34: 257–266.
Huttenlocher J, Vasilyeva M, Cymerman E, Levine S. Language input and child syntax. Cogn Psychol 2002; 45: 337–374.
Hoff E, Tian C. Socioeconomic status and cultural influences on language. J Commun Disord 2005; 38: 271–278.
Morales M, Mundy P, Delgado CEF, Yale M, Messinger D, Neal R, et al. Responding to joint attention across the 6 through 24 month age period and early language acquisition. J Appl Dev Psychol 2000; 21:283–298.
Peacey L. Mothers’ beliefs about their children with primary language impairments, PhD Thesis. London: City University; 2005.
Ayoub C, Vallotton CD, Mastergeorge AM. Developmental pathways to integrated social skills: the roles of parenting and early intervention. Child Dev 2011; 82: 583–600.
Rannard A, Lyons C, Glenn S. Children with specific language impairment: parental accounts of the early years. J Child Health Care 2004; 8: 165–176.
Glogowska M, Campbell R. Parental views of surveillance for early speech and language difficulties. Child Soc 2004; 18: 266–277.
Safwat RF, Amin OR. Parental awareness of both speech/language and psychiatric/behavioral problems and their related service in Saudi Arabia. Egypt J Psychiatry 2008; 28: 1–9.
Hoff E. The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Dev 2003; 74: 1368–1378.
Drukker M, Feron FJ, Mengelers R, van Os J. Neighborhood socioeconomic and social factors and school achievement in boys and girls. J Early Adolesc 2006; 29: 285–306.
Pinto AI, Pessanha M, Aguiarc C. Effect of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Child Res Q 2013; 28: 94–101.
Brown K. Examining ethnic differences in parental attitudes and behaviors that affect achievement in young children, Master’s thesis, San Diego State University,2008 San Diego, CA.
Ruhm CJ. Parental employment and child cognitive development. J Hum Resour 2004; 39: 155–192.
Pancsofar N, Vernon-Feagans L, Odom EXThe Family Life Project Investigators. Work characteristics and fathers’ vocabulary to infants in African American families. J Appl Dev Psychol 2013; 34: 73–81.
Hoff E. Language development. 4th ed Belmont, CA: Wadsworth/Cengage; 2009.
Harden BJ, Whittaker JV. The early home environment and developmental outcome for young children in the child Welfare system. Child Youth Serv Rev 2011; 33: 1392–1403.
Author information
Authors and Affiliations
Corresponding author
Additional information
Conflicts of interest
There are no conflicts of interest to declare.
Rights and permissions
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
About this article
Cite this article
Safwat, R.F., Sheikhany, A.R. Effect of parent interaction on language development in children. Egypt J Otolaryngol 30, 255–263 (2014). https://doi.org/10.4103/1012-5574.138488
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.4103/1012-5574.138488