Creating the Conditions for Robust Early Language Development for All--Part 1: Evidence-Informed Child Language Surveillance in the Early Years

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Autor/inn/en	Reilly, Sheena; McKean, Cristina
Titel	Creating the Conditions for Robust Early Language Development for All--Part 1: Evidence-Informed Child Language Surveillance in the Early Years
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 6, S.2222-2241 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12929
Schlagwörter	Language Acquisition; Child Development; Developmental Stages; Correlation; Socioeconomic Status; Preschool Children; Mental Health; Quality of Life; At Risk Persons; Developmental Delays; Language Impairments; Prevention; Intervention; Evidence Based Practice; Child Language; Public Health; Disadvantaged Environment + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Kindesentwicklung; Korrelation; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychohygiene; Lebensqualität; Risikogruppe; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Prävention; Vorbeugung; 'Children''s language'; Kindersprache; Gesundheitswesen
Abstract	Background: The emergence of language in the early years is a major developmental accomplishment that underpins learning, enables social interaction and, later, is an indicator of well-being. Learning language is an effortless process for most, but can be challenging for others. There is a need to act early. First, because there are several social, environmental and family factors known to influence how language develops during the critical early years. Second, there is a robust association between a child's socio-economic circumstances and language outcomes. Put simply, children living in less advantaged circumstance have poorer language outcomes, which are apparent very early and persist across the lifespan. Third, children with demonstrated weaknesses in language learning in early childhood have poorer educational, employment, mental health and quality-of-life outcomes across the lifespan. Acting early to counter these impacts is important; however, there are several well-documented challenges in accurately identifying in the early years children who are at later risk of developmental language disorder (DLD) and to deliver prevention and intervention programmes to scale. This is critical because many services do not currently reach those who need them most; as many as 50% of children in need may not be receiving support. Aim: To determine whether an improved surveillance system, based on best evidence, could be developed for the early years. Methods & Procedures: We summarised findings from longitudinal, population or community studies that--(1) adopted bioecological models, (2) repeatedly measured language (including the early years) and (3) adopted similar methodologies, to identify factors that influence language outcomes. Main contribution: The evidence confirmed that language development is not always stable but is characterized by distinct trajectories and each has distinguishing social, environmental features. Children in the change or fluctuating groups tend to live in less advantageous circumstances that may not always support and enable language development. Risk factors tend to cluster and accumulate across the early years and beyond, thereby markedly increasing the likelihood of poorer language outcomes later in life. Conclusions & Implications: In this the first of two papers, designed to be read together, we integrate research on the social determinants of child language and propose they be embedded into surveillance models. This has the potential to reach more children and those living in disadvantaged circumstances. In the accompanying paper we combine this information with evidence-informed early prevention/intervention approaches and propose the design and implementation of an early language public health framework. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01