Contributeurs:
État de publication: publié
Nom de la revue: First Language
Volume: 41
Numéro: 3
Intervalle de pages: 336-360
Résumé: Language difficulties are frequently characterized by a significantly lower mean length of utterances (MLU) among children experiencing neglect. More opportunities to experience positive interactions, such as in early childhood education (ECE) settings, could help increase these children’s MLU. This study aims to examine the relationship between the quality of interactions within the group in ECE settings attended by children experiencing neglect and the presence of difficulties based on MLU (MLU-Ds). Eighteen (18) neglected (age = 48.26 months, standard deviation [SD] = 0.37) and 86 non-neglected children (age = 48.07 months, SD = 0.24) participated in this study. To estimate the prevalence of difficulties, the MLU of all the participants was measured using a language sample. The Classroom Assessment Scoring System Pre-K was used to measure the quality of interactions in ECE settings attended by children experiencing neglect. Behavior Management (p = .0072, adjusted R2 = .47) and Concept Development (p = .019, adjusted R2 = .15) are associated with the MLU of neglected children presenting MLU-Ds. Although not statistically significant, the results obtained for the dimension of Regard for Child Perspectives (p = .090, adjusted R2 = .12) raise relevant trends to examine. This study highlights specific dimensions of quality of interactions that are associated with language skills of children experiencing neglect. It also supports the need to continue studies to have a more comprehensive portrait of this association.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: