Speech and language development in six infants adopted from China

Price, Johanna R.; Pollock, Karen; Oller, D. Kimbrough

doi:10.1080/14769670601092622

Cited by 9 publications

(16 citation statements)

References 55 publications

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“…3,7 Recent research has shown that the majority of children adopted from China as infants or toddlers learn English rapidly and few have delays that persist more than 2 years postadoption. 6,8 However, a small percentage experience significant difficulties learning English and are ultimately diagnosed with speech or language disorders. 6,8 A central question in research on speech and language development in IA children is how to determine at an early stage which children are likely to acquire English on their own given sufficient exposure and which will require intervention.…”

mentioning

confidence: 99%

Early Language Growth in Children Adopted from China: Preliminary Normative Data

Pollock¹

2005

Semin Speech Lang

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Normative data on English language development in children adopted from China are needed to determine whether a child's language skills are within normal limits or significantly delayed relative to his or her peers who are other children adopted from China. A longitudinal survey of children adopted from China, modified from a similar survey used by Glennen and Masters (American Journal of Speech-Language Pathology 2002;11:417-433) with children adopted from Eastern Europe, was used to collect information on English language development from over 150 children at 3-month intervals. Preliminary results are presented here, based on 808 surveys from 141 children grouped by age at time of adoption. In general, children adopted at older ages used more words and produced longer sentences at each 3-month interval postadoption, but had further to go to "catch up" to norms for nonadopted monolingual English-speaking peers of the same age. Individual profiles illustrate the variation seen within groups, with some children performing at or above age level and others showing varying levels of "delay" relative to nonadopted monolingual English-speaking peers and/or adopted peers.

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confidence: 99%

Early Language Growth in Children Adopted from China: Preliminary Normative Data

Pollock¹

2005

Semin Speech Lang

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“…Research indicates that expressive skills are lost within three months and receptive skills are lost within six months (Price, Pollock & Kimbrough 2006). The situation is different from a social and psychological perspective as the child arrives into a context where the adults are going to love and care and interact with this child as parents, with the child getting a lot of individual attention and over time developing an intimate secure attachment to the new parents.…”

Section: The Silent Period In Stages Of Second Language Developmentmentioning

confidence: 99%

Re-assessing the place of the “silent period” in the development of English as an Additional Language among children in Early Years settings

Harris¹

2019

TEANGA

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This paper explores the acceptance of a “silent period” as a stage in second language development for children acquiring English as an Additional Language in Early Years settings. Current views suggest that it is normal for children to very quickly stop using their mother tongue and enter a period of silence. A positive perspective on this is that children may be using this time to observe and grow in understanding of the second language. However, there may also be negative effects, as children may become withdrawn and miss out on opportunities to develop relationships and language. It is the argument of this paper that if this silent period is normalised, there is potential for ambivalence around the well-being of the child which may run counter to best Early Years practice. This study consisted of a qualitative content analysis which drew on twenty case studies collected by Early Years Educators documenting children’s progress over the initial weeks and months in Early Years settings. The main findings were that some children did indeed enter a silent period and shyness was a risk factor for this being prolonged. Non-verbal communication was used positively by some children to develop relationships with other children, but negatively by others, in the form of aggression and frustration, until they developed enough language to communicate. The children who did best continued to use their home language and non-verbal communication which enabled them to form relationships. Over time this became a bridge into the second language. Strategies used by educators included supporting children in small groups and bringing the home language into the setting in keeping with recommendations of policy documents in Ireland. Ultimately, this paper argues that the normalisation of a silent period may infringe on children’s rights to be active participants in their own learning. Moreover, it may limit the extent to which they are meaningfully valued, respected, empowered, cared for and included in Early Years settings.

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“…However, data show relatively favourable developmental outcomes [30] that can be observed within several months following adoption, especially if it is done at an early age, i.e. in the first year or early in the second year of life [25,35].…”

Section: Effects Of Institutionalizationmentioning

confidence: 99%

“…Results of these studies suggest that neural systems which are crucial for the processing of social information can be adversely affected by early experiences, although an early placement in foster care may quickly enhance the progress in socio-cognitive skills [30]. on early communication and language and speech development The development of children raised in institutionalized settings has been repeatedly studied , e.g.…”

Section: Shared Characteristics Of Socially Deprived Subjects and Chimentioning

confidence: 99%

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Early communication development in socially deprived children — similar to autism?

Cepanec

Gmajnić

Ljubešić

2010

Translational Neuroscience

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Early communication dEvElopmEnt in socially dEprivEd childrEn -similar to autism? abstract Social deprivation leads to various neuroanatomical, neuropsychological and behavioral disturbances in humans as well as in experimental animals. Shared characteristics of socially deprived subjects and subjects with autism have been documented. The aim of this study was to analyze early development of communication in institutionalized (INST) children (12-24 months) in comparison with age-and sexmatched group of typically developing (TD) children and a group of children with autism spectrum disorders (ASD). Our findings show that both socially deprived (INST) children and ASD children display delayed pattern of development in social, speech and symbolic domains. However, although INST children display significant developmental delay and share some features with ASD children, they have a qualitatively different developmental pattern of social communication in comparison to children with ASD. The results of this study indicate that growing up in an institution and lack of social and environmental stimuli influences development of skills that are fundamental for early speech and language development. introductionResearch on the effects of early social deprivation and institutionalization may provide insight into the mechanisms by which the social environment affects the entire human development. It is important to examine how much the absence or a reduced quantity of social stimuli during the early period

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Speech and language development in six infants adopted from China

Cited by 9 publications

References 55 publications

Early Language Growth in Children Adopted from China: Preliminary Normative Data

Early Language Growth in Children Adopted from China: Preliminary Normative Data

Re-assessing the place of the “silent period” in the development of English as an Additional Language among children in Early Years settings

Early communication development in socially deprived children — similar to autism?

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