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[Observation of language, visual and hearing function development in infants]
Maria Cecé lia Marconi Pinheiro Lima1, Grasiela Conceição Barbarini, Heloisa Gagheggi Ravanini Gardon Gagliardo
1Faculdade de Ciências Médicas, Universidade Estadual de Campinas, Campinas, SP, Brazil. ceclima@fcm.unicamp.br
Insights
Day-care settings may influence infant development. Educators assessed language, visual, and hearing skills in 115 infants, revealing distinct developmental patterns in babbling, first words, and visual-motor responses.
Area of Science:
- Developmental Psychology
- Pediatrics
- Early Childhood Education
Context:
- Study conducted in a Brazilian university day-care center (1998-2001).
- 115 infants aged 3-12 months assessed.
- Educators, not clinicians, administered assessments.
Purpose:
- To investigate language, visual, and hearing function development in infants attending day-care.
- To assess developmental patterns based on educators' observations.
Summary:
- Infants demonstrated varied patterns in babbling, first words, and gesture-based communication.
- Distinct developmental trajectories observed in imitation, initiation of gesture games, and following commands.
Impact:
- Day-care environments may foster unique developmental patterns in infants.
- Highlights the need for integrated health and education strategies in early childhood settings for child welfare.
Objective:
To investigate language, visual and hearing function development among infants in a day-care center based on educators' assessments.
Methods:
One hundred and fifteen infants who attended a day-care center at one university of the São Paulo State, Brazil, were assessed during the period between 1998 and 2001. The "Protocol for Observation of Language, Visual and Hearing Function Development," containing a total of 39 standardized tests, was utilized to assess infants from three to twelve months old. The protocol was applied by trained educators, members of the day-care center staff. Statistical analysis was carried out using Chi-square test or Fischer's exact test at p <0.05.
Results:
Infants showed different language development patterns as for polysyllabic babbling and production of first words. For visual function, infants showed a different pattern of imitation and initiation in gesture games and following commands with gestures.
Conclusions:
The day-care center setting is probably promoting a distinct pattern of language, visual and hearing function development. Prevention in day-care centers should aim at integrating education and health to achieve the common purpose of child welfare.
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