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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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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, Communicative Participation, and Well-Being in Young Children with (Presumed) Developmental Language

Iris Duinmeijer1, Sanne Peet1,2, Lonneke Janssen3,4

  • 1Research and Development Department, NSDSK, Amsterdam, the Netherlands.

International Journal of Language & Communication Disorders
|April 23, 2025
PubMed
Summary

Communicative participation mediates how language skills in children with developmental language disorder (DLD) affect their social-emotional functioning and quality of life. This highlights the importance of functional communication in DLD research and practice.

Keywords:
childcarecommunicationdevelopmental language disorderemotional healthlongitudinal studiesquality of lifesocial behaviour

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Clinical Psychology

Background:

  • Children with developmental language disorder (DLD) face challenges in language acquisition, impacting their communicative participation, social-emotional functioning (SEF), and quality of life (QoL).
  • Previous research indicates that structural language abilities explain limited variance in well-being, emphasizing the role of functional language measures like pragmatic skills.

Purpose of the Study:

  • To investigate if communicative participation acts as a mediator between language abilities and SEF/QoL in children with DLD.
  • To explore the direct and indirect relationships between language skills, communicative participation, SEF, and QoL.

Main Methods:

  • A longitudinal study involving 511 children with presumed DLD, recruited from early intervention groups.
  • Language and IQ were assessed at age 3;11 (T0).
  • Communicative participation, SEF, and QoL were measured via parental questionnaires at age 4;8 (T1) using structural equation modeling.

Main Results:

  • Expressive grammar, but not receptive language or expressive vocabulary, was significantly related to communicative participation, SEF, and QoL.
  • Children with stronger expressive grammar at T0 demonstrated better communicative participation at T1.
  • Improved communicative participation was associated with fewer SEF problems and higher QoL. An unexpected positive direct link between expressive grammar and SEF problems was identified as a potential suppressor effect.

Conclusions:

  • Communicative participation serves as a crucial mediator in the relationship between language abilities and the social-emotional functioning and quality of life of children with DLD.
  • These findings underscore the significance of assessing communicative participation as a functional indicator of language ability in both research and clinical settings.
  • Addressing communicative participation is vital for identifying specific needs, guiding interventions, and supporting the overall well-being of children with DLD.