Basic language comprehension and production in >100,000 young children from sixteen developing nations
Marc H Bornstein1, Charlene Hendricks
1Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA. Marc_H_Bornstein@nih.gov
Journal of Child Language
|December 2, 2011
Summary
Language comprehension and production skills in children from developing nations were compared. Comprehension generally exceeded production, with skills peaking around age five, but lower living standards correlated with poorer language development.
Area of Science:
- Child Development
- Linguistics
- Global Health
Background:
- Language acquisition is crucial for cognitive and social development.
- Limited research exists on language comprehension and production in developing nations.
- Socioeconomic factors may significantly impact early language skills.
Purpose of the Study:
- To compare language comprehension and production in young children across developing countries.
- To examine the relationship between comprehension and production by age and country.
- To investigate the influence of living standards on language development.
Main Methods:
- Utilized data from the Multiple Indicator Cluster Survey (MICS).
- Analyzed a large sample of 101,250 children (aged 2–9) and a subsample of 38,845 (aged 2–4).
- Compared comprehension and production metrics across sixteen developing nations.
Main Results:
- Language comprehension consistently exceeded production in both the full sample and subsample.
- Positive correlations between comprehension and production were found across ages and countries, varying in strength.
- Children in countries with lower standards of living showed diminished language comprehension and production abilities.
Conclusions:
- Early language development, encompassing both comprehension and production, follows a predictable pattern with age.
- Socioeconomic status is a significant determinant of language acquisition in young children from developing countries.
- Further research and targeted interventions are needed to support language development in resource-limited settings.
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