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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language Development of Japanese Children Raised in Institutional Care.

Yuko Okumura1, Hiroki Higuchi1, Yuka Sakamoto2

  • 1NTT Communication Science Laboratories, NTT Corporation, Kyoto, Japan.

Child: Care, Health and Development
|October 27, 2024
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Summary

Japanese institutional care (IC) children showed no delay in productive vocabulary, but a delay in comprehensive vocabulary compared to family care. Maltreatment negatively impacted vocabulary, while reading frequency and duration in care were significant predictors.

Keywords:
institutional caremaltreatmentvocabulary development

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Area of Science:

  • Child Development
  • Linguistics
  • Psychology

Background:

  • Nurturing environments significantly impact children's language acquisition.
  • The influence of institutional care environments on language development remains under-explored.

Purpose of the Study:

  • To investigate early lexical development in Japanese children in institutional care (IC).
  • To compare the vocabulary skills of children in IC with those in biological family care (BFC).
  • To identify factors within institutional environments that influence language development.

Main Methods:

  • Compared lexical development of 86 Japanese children (10-33 months) in IC with 1897 children in BFC.
  • Utilized vocabulary checklists to assess early lexical skills.
  • Analyzed the impact of maltreatment, duration in care, and reading frequency on vocabulary.

Main Results:

  • Children in IC did not show delays in productive vocabulary but did in comprehensive vocabulary compared to BFC.
  • Institutionalized children experiencing maltreatment had lower vocabulary scores.
  • Longer duration in institutional care and more frequent book reading predicted better vocabulary scores.

Conclusions:

  • Japanese institutions studied did not negatively impact productive vocabulary development.
  • Institutional environments, particularly with sufficient reading, can support children's language development.
  • Further research is needed to fully understand the nuanced relationship between institutional settings and language acquisition.