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SPEECH AND LANGUAGE GROWTH IN PRESCHOOLERS: THE ROLE OF
PARENTAL INTERACTION
Ikromova Nodira Makhmudovna
Department of Physiology, Fergana Medical Institute of Public Health, Fergana, Uzbekistan
ikromovanodira00@gmail.com
Eminov Ravshanjon Ikromjon ugli
Department of Faculty and hospital surgery, FMIOPH, Fergana, Uzbekistan
Abstract:
Speech and language development in preschool children is profoundly shaped by
parental interaction. This study highlights the importance of verbal communication, reading
habits, and parental education level in fostering language acquisition between ages 3–6.
Interactive shared book reading, storytelling, and verbal engagement improve vocabulary,
grammar, and communication skills. Moreover, socioeconomic status and educational
background influence the quality of parental support, further affecting speech development
outcomes.
Keywords:
speech, language, preschool, parents
Аннотация:
Развитие речи и языка у детей дошкольного возраста во многом
определяется взаимодействием с родителями. В исследовании подчеркивается значение
вербальной коммуникации, привычек чтения и уровня образования родителей для
формирования речевых навыков в возрасте от 3 до 6 лет. Совместное чтение,
рассказывание историй и речевая активность способствуют развитию словарного запаса,
грамматики и коммуникативных навыков. Кроме того, социально-экономический статус
и образовательный уровень родителей влияют на качество речевой поддержки.
Ключевые слова:
речь, язык, дошкольник, родители
Annotatsiya:
Maktabgacha yoshdagi bolalarda nutq va til rivojlanishi ota-onalar bilan o‘zaro
muloqot orqali shakllanadi. Ushbu tadqiqot 3–6 yosh oralig‘ida bolalarning nutq
o‘zlashtirishida og‘zaki muloqot, kitob o‘qish odatlari va ota-onaning ta’lim darajasining
ahamiyatini ta’kidlaydi. Birgalikda kitob o‘qish, ertak aytish va faol so‘zlashuv so‘z boyligi,
grammatik tuzilma va muloqot ko‘nikmalarini rivojlantiradi. Bundan tashqari, ijtimoiy-
iqtisodiy holat va ota-onaning ma’lumoti til rivojiga bevosita ta’sir ko‘rsatadi.
Kalit so‘zlar:
nutq, til, maktabgacha, ota-ona
Introduction
Speech and language development in preschoolers is a complex process that is significantly
influenced by parental interaction, particularly through verbal communication, reading habits,
and parental education level. These factors collectively create a nurturing environment that
fosters linguistic and cognitive growth. Research has consistently shown that active parental
involvement, especially in the form of shared reading, storytelling, and interactive
communication, plays a pivotal role in enhancing children's language skills. Additionally, the
quality of these interactions, often shaped by parental education and socioeconomic status,
further moderates the effectiveness of these practices. This response explores the interplay of
these factors, drawing on insights from multiple studies to provide a comprehensive
understanding of their impact on preschoolers' speech and language development.
Parental interaction plays a crucial role in the speech and language growth of preschoolers,
with verbal communication, reading habits, and parental education level being significant
factors. Parents serve as primary models for language use, providing children with vocabulary,
grammatical structures, and essential communication skills through rich verbal interactions[2].
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The quality of these interactions is influenced by the context, with activities like book sharing
and reminiscing eliciting higher quality speech compared to toy play[10]. Parental education
level further impacts the linguistic quality of interactions, with higher education levels
associated with more sophisticated language use[10]. Reading habits, particularly shared book
reading, are instrumental in language development. Dialogic reading, an interactive method of
shared reading, has been shown to improve early language and literacy skills in preschoolers[3].
This method encourages verbal interactivity and engagement, which are crucial for language
acquisition[9]. Parent-child reading not only enhances vocabulary and syntax but also fosters
communication skills, providing a strong foundation for future academic and social success[4].
Moreover, shared reading experiences have been linked to neurocognitive development,
influencing white matter organization in the brain, which is associated with subsequent reading
abilities[6]. Parental involvement in reading activities, such as reading aloud and engaging in
literacy-based activities, further supports language development and increases children's
interest in reading[8]. Overall, parents equipped with effective communication strategies and an
understanding of their child's unique learning pace can create an environment conducive to
holistic language development[1] [2].
Verbal communication and parental interaction
Verbal communication between parents and children is foundational to language development.
Studies have demonstrated that the frequency and quality of parent-child conversations
significantly predict children's lexical and grammatical skills. For instance, research indicates
that more frequent reading, storytelling, and singing by parents are associated with higher
levels of expressive lexical and general language ability in preschoolers [1]. These activities not
only expose children to a wider range of vocabulary but also provide opportunities for them to
practice articulation and comprehension. Furthermore, interactive shared book reading (ISBR)
has been shown to have a superior value in fostering language development, particularly in
infants and toddlers. The quality of ISBR, characterized by interactive strategies such as
questioning, elaboration, and feedback, has been found to significantly enhance children's
communication and language skills, including nonverbal communication, vocabulary,
morphology, and syntax [2].
Table: Key Findings on Speech and Language Growth in Preschoolers
Aspect
Key Findings
Citati
on
Verbal Communication Frequency and quality of parent-child conversations
predict lexical and grammatical skills.
[1] [2]
Reading Habits
Interactive shared book reading enhances vocabulary,
morphology, and syntax.
[1] [2]
[3]
Parental
Education
Level
Higher education levels are associated with greater
linguistic support and interactive strategies.
[2] [5]
Socioeconomic Status
SES influences access to literacy materials and the quality
of parental interaction.
[3] [5]
The role of parental education in shaping verbal communication cannot be overstated. Higher
levels of parental education are often associated with greater linguistic support, as educated
parents are more likely to engage in activities that promote language development. For example,
mothers with higher education levels are more likely to use interactive strategies during shared
book reading, which in turn enhances children's language outcomes [2] [5]. This highlights the
importance of parental education in creating a linguistically enriching home environment.
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Reading habits and language development
Reading habits are a critical component of parental interaction that directly influences language
growth. The frequency and quality of reading activities have been consistently linked to
improved language skills in preschoolers. A study conducted in Helsinki found that more
frequent reading was associated with higher levels of expressive and receptive language
abilities, as well as phonological skills [1]. Similarly, research in Zambia highlighted the
importance of shared book reading, singing, and storytelling in fostering oral language
development [3]. These activities create a responsive and encouraging home literacy
environment that supports the acquisition of oral language skills.
The quality of reading interactions is equally important as the quantity. Interactive shared book
reading, which involves active engagement and dialogue, has been shown to have a more
significant impact on language development than passive reading. For example, a study
involving Greek-speaking families found that the quality of shared book reading, characterized
by interactive strategies, had a larger effect on children's language skills than the frequency of
reading alone [2]. This underscores the importance of engaging children in meaningful
conversations during reading, rather than simply reading to them.
Parental education level and socioeconomic status
Parental education level is a key factor that influences the quality and quantity of parental
interaction. Higher levels of parental education are often associated with greater linguistic
support and a more enriching home literacy environment. For instance, mothers with higher
education levels are more likely to engage in interactive shared book reading and use a wider
range of vocabulary, which in turn enhances children's language development [2] [5].
Additionally, parental education level has been found to moderate the relationship between
parental involvement and children's literacy development. A study in China revealed that
mother's education level directly moderated the relationship between parent-child literacy
activities and children's literacy achievement [5]. This suggests that the impact of parental
involvement on language development is amplified when parents have higher levels of
education.
Socioeconomic status (SES) also plays a role in shaping the home literacy environment and
parental interaction. Families from higher SES backgrounds often have greater access to
literacy materials and resources, which can enhance children's language development. For
example, a study in Zambia found that socioeconomic factors influenced the availability of
books and other literacy materials in the home, which in turn affected children's oral language
skills [3]. Additionally, birth order and the presence of siblings can also influence the quantity
and quality of shared book reading, with firstborn children often receiving more attention and
interaction [2].
The interplay of verbal communication, reading habits, and parental education
The interplay between verbal communication, reading habits, and parental education level
creates a complex web of influences that shape children's language development. Verbal
communication provides the foundation for language acquisition, while reading habits build on
this foundation by exposing children to new vocabulary, grammar, and narrative structures.
Parental education level enhances the quality of these interactions by providing parents with the
skills and knowledge to engage in more sophisticated and interactive communication.
For example, parents with higher education levels are more likely to use complex vocabulary
and engage in extended conversations, which can accelerate children's language
development [1] [2]. Additionally, the combination of frequent reading and high-quality
interaction creates a synergistic effect that maximizes language growth. A study in Helsinki
found that reading combined with storytelling had the highest explanatory value for
grammatical skills, while reading alone had the highest explanatory value for lexical and
general language ability [1].
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Practical implications for parents and caregivers
The findings from these studies have important implications for parents and caregivers. First,
they highlight the importance of engaging in frequent and high-quality verbal communication
with children. This can be achieved through activities such as storytelling, singing, and
interactive shared book reading. Second, they emphasize the need to create a home literacy
environment that is rich in books, stories, and other literacy materials. Finally, they underscore
the role of parental education in enhancing the quality of these interactions and creating a more
supportive environment for language development.
For policymakers and educators, these findings suggest the need for interventions that promote
parental involvement and provide resources to families from diverse socioeconomic
backgrounds. For example, programs that provide training for parents on interactive shared
book reading strategies, or initiatives that distribute books to families with limited resources,
could have a significant impact on children's language development.
Conclusion
In conclusion, speech and language growth in preschoolers is profoundly influenced by
parental interaction, particularly through verbal communication, reading habits, and parental
education level. The frequency and quality of these interactions, shaped by factors such as
socioeconomic status and parental education, create a home environment that either supports or
hinders language development. The findings from the studies reviewed here underscore the
importance of fostering a linguistically enriching home environment through activities such as
shared book reading, storytelling, and interactive communication. By doing so, parents and
caregivers can provide preschoolers with the foundation they need to develop strong language
skills and achieve their full potential.
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