Involvement of Parents in Child Language, Intervention

Early intervention, at its core, is “services provided to infants and toddlers who are at risk for, or showing signs of developmental delays” (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can “create optimal environments for language learning” (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two successful evidence based practices families and interventionist can use with children who are d/Deaf and Hard of Hearing. Joint attention relates to “the eliciting and directing of another person’s attention to an object for mutual engagement with the object,” (Tasker, Nowakowski, & Schmidt, 2010) while language of routines emphases the idea that “when a child is familiar with routines, the interventionist can focus on scaffolding new and more complex learning” and language (Vygotsky as cited in Jennings, Hanline & Woods, 2012). By utilizing both methods of interventions in a child’s natural environment, their language will flourish.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions.

1.1 Explain each of the terms; a) Speech b) language c) communication d) speech , language and communication needs .

There are many strategies used in childcare services to help the children understand and respect the cultural identities.

In this article, we learn about the process and connection between infant word learning and parents’ responsiveness to their infants growing vocabulary and multimodal behavior. One of the first major theoretical perspectives the authors, Catherine S. Tamis-LeMonda, Yana Kuchirko, and Lulu Song, state is responsiveness and early language development. In this perspective, research has shown how infant babbling has sophisticatedly progressed due to the mother’s responsiveness to her child. I don’t find it suspiring that in one study they found that infants of high-responsive mothers were more likely to achieve language milestones two months earlier than those that had low-responsive mothers. This theory familiarizes with a lot of the themes we encountered in class and in the book – the more involvement the parents have with their infant, the more positive their outcome compared to others.

development of a student, they are all of utmost importance to the overall development of the

“I took three years of Spanish and I can’t remember any of it,” is a phrase that several students are familiar with. Even after the multitude of worksheets, Spanish movies, and dreaded oral assessments many students find themselves unsuccessful. However, outside of a couple high school language classes, students are not obligated to utilize Spanish in order to complete a grueling college entrance exam, file taxes, or acquire groceries, for we live in a predominantly English speaking country. Conversely, Spanish speaking students are asked to undertake a task this overwhelming and are expected to be successful. The type of program has been proven to have a huge impact on children’s success, as well as the extent of parent involvement, and general

The Kindergarten Impacts of a Preschool Language-Focused Intervention is quantitive study that was made with a control and experimental group.

The use of infant sign language has proven to be beneficial for children in a wide variety of settings. Signing can even enable children to communicate effectively with their deaf parents or vice versa. Sign Language has proven to be a successful intervention with children with special-needs including autism and Down syndrome. Research shows that infant sign language accelerates speech development, decreases frustration in adolescents, increases parent-child bonding, and lets infants communicate important information. “ A study completed in the year 2000, funded by the National Institutes of Child Health and Human Development, shows that young children who learn sign language speak sooner than other children (Glairon, 2003).” Infants who

In Reiser, Tessmer, and Phelp’s study (1984) it was determined that children learn more when they have an adult ask the children questions and provide them with feedback. However, the questions that were utilized in the study for child/adult interactions were specifically tailored to the program. They were not reflective of the organic conversation that might naturally occur when children and parents watch the program together. The pretest-post-test method was implemented for two reasons. The Language Development Survey (LDS) was given to the parents of the children to complete. The purpose of the LDS was to determine whether or not the children were developing at a normal rate. If the children were developing at a slower or more progressive

Abbeduto et al., (2007) found that children in the prelinguistic period best benefited from the Hanen Early Language Parent Program. Roberts et al. (2007) describes the parent-training program as one that emphases on pre-linguistic behaviors and Milieu teaching. Milieu means surroundings; therefore, milieu teaching simulates the child’s environment to foster specific manners (Roberts et al., 2007). Martin, Klusek, Estigarribia, & Roberts, (2009) agrees with Roberts et al. (2007) parent involvement and also contributes information on parental knowledge about how to respond to a child’s actions and the benefits of proper responsiveness (Martin et al., 2009). The results of a study done by Dimitrova et al. (2016) indicate the significance of parental input to children with Down syndromes gestures and its affects on their language development. This is when parents can act as a scaffold to their child’s language development. However, parents have to be attentive and responsive to their child’s gestures in order to provide the right information at the appropriate time (Dimitrova et al., 2016). Children’s gestures play a vital part in their language development thus parents responsiveness to these gestures is key to the utmost success (Dimitrova et al., 2016). Families should work closely with other members of their child’s language development team to ensure the most effective care. Speech-language pathologist will work with the parents to educate them on techniques such as model words (Abbeduto et al.,

For their research, children were selected from the Edmonton/Toronto Canada area. They selected 152 typically developing (TD) children, and 26 children with and without language impairment (LI). The children had an average age of 5 years, 10 months. They were given an assortment of English standardized tests that assessed various areas of language including vocabulary. In addition, parents were given a questionnaire on their child’s first-language

The scores each child received on the language and vocabulary tests served as the dependent variable in this study. These scores came from several tests performed by psychologists including the Peabody Picture Vocabulary Test, the Expressive One-word Picture Vocabulary Test, and the Preschool Language Scale. The children’s behaviors (the independent variable in this study) were collected through a series of surveys of the children’s parents of primary caregiver.

For a working woman, maternity leave is a standard part of giving birth. Physically, the new mother needs that time to recover from the birthing process, but there is an emotional reason, too. Experts preach over and over that for those first few weeks of a baby’s life, it needs the interaction and touch of its mother to help with bonding to start their development on the right track. Shouldn’t the father be part of that process as well? Shouldn’t the father of the new child be able to take paternity leave from work? I believe they should, not only to bond with the child, but to help the mother with her recovery and to coordinate visitors, appointments and any errands that may be needed.