Preschool Communication: Early Identification of Concerns About Preschool Language Development and Social Participation

Abstract

Background: Adverse communication development in preschool children is a risk factor influencing child health and well-being with a negative impact on social participation. Language and social skills develop and maintain human adaptability over the life course. However, the accuracy of detecting language problems in asymptomatic children in primary care needs to be improved. Therefore, it is important to identify concerns about language development as a risk factor for child health. The association between parental and professional caregivers' concerns about language development and the level of preschool social participation was assessed, as well as the possible mediating/moderating effect of the perception of social competence. In addition, validity and predictive value of parental and professional caregivers' concerns about language development were tested.Methods: To identify emerging concerns about development and social participation, a community sample of 341 preschool children was systematically assessed with a comprehensive preventive child health care “toolkit” of instruments, including parent-completed tools like the Parents' Evaluation of Developmental Status (PEDS) and child competence Visual Analog Scales (VAS). At baseline, children were aged 3 years and at follow-up ~4 years.Results: There was a statistically significant association between parental and professional caregivers' concerns about language development and the level of preschool social participation, with a mediating effect of child social competence at the age of 3 years as well as 4 years. Negative predictive value of parental and professional caregiver language concerns at the age of 3 and 4 years were 99 and 97%, respectively. Furthermore, this article showed that while some preschool children grow out of language problems, others may develop them.Conclusion: Short but valid pediatric primary care tools like the PEDS and child competence VAS can support monitoring and early identification of concerns about language development and social competence as a risk factor for preschool social participation. Personalized health care requires continued communication between parents, professional caregivers and preventive child health care about parental and professional caregiver perceptions concerning preschool language development as well as the perception of a child's social competence.

Examination of Language, Behavioral, Academic, and Social Skills of Cochlear Implant Users in Early Primary Education

“…From a dynamic perspective, it is assumed that language development is mediated by social participation, and vice versa. In other words, the preschool period is sensitive in language development and, early expressive and receptive language problems can lead to long-term consequences such as behavioral problems due to insufficient development in social skills [4].…”

“…In other words, the preschool period is sensitive in language development, and early expressive and receptive language problems can lead to long-term consequences such as behavioral problems due to insufficient development in social skills. 4 Studies have found that hearing-impaired children experience difficulties in social skills in mainstream schools. Children with hearing impairment may have difficulty with behavioral inhibition and cannot express their needs appropriately, due to the delay in the development of spoken language skills.…”

“…In other words, the preschool period is sensitive in language development, and early expressive and receptive language problems can lead to long-term consequences such as behavioral problems due to insufficient development in social skills. 4…”

Identifikasi kompetensi komunikasi lulusan perguruan tinggi di era gig economy

“…Sarjana lain juga mengeksplorasi kompetensi dalam hubungan pribadi seperti persahabatan (Arroyo & Segrin, 2011;Cholappallil et al, 2021;Collier, 1996) dan keluarga (Jiao, 2020;Lindsey et al, 1997;Marquez et al, 2021;Rosenberg et al, 2006;Wang et al, 2019). Para sarjana juga melakukan eksplorasi pada kompetensi komunikasi siswa prasekolah (Dagal, 2017;Doove et al, 2021;Panova et al, 2019) hingga siswa perguruan tinggi (Borau et al, 2009;Cavanagh et al, 2015;Humanante-Ramos et al, 2019;Kim & Cho, 2017;Steiner & Posch, 2006). Dari begitu banyak studi terdahulu tentang kompetensi komunikasi, belum ada yang membahas tentang kompetensi komunikasi yang harus dimiliki para lulusan perguruan tinggi agar bisa bertahan di era gig economy.…”

Language skills and well-being in early childhood education and care: a cross-sectional exploration in a Swedish context

“…usage-based theory, fosters language development (Dickinson and Tabors, 1991;Huttenlocher et al, 1991;Hoff, 2006;Hurtado et al, 2008;Cattani et al, 2014). Consequently, communication during early childhood (from birth to age 5, Organization for Economic Co-operation and Development OECD, 2009) supports further language development (Dickinson and Porche, 2011;Golinkoff et al, 2019) and contributes to establishing relationships with peers (Forrest et al, 2018;Doove et al, 2021). However, language skills during early childhood differ at the group level.…”