AUDITORY, EXPRESSIVE AND LANGUAGE DEVELOPMENT AMONG PRESCHOOL CHILDREN

A. MALLAPUR¹*, M. PATIL^2
1Department of Human Development and Family Studies, College of Community Science, University of Agricultural Sciences, Dharwad, 580 005, Karnataka, India
²Department of Human Development and Family Studies, College of Community Science, University of Agricultural Sciences, Dharwad, 580 005, Karnataka, India
* Corresponding Author : ashwinimallapur91@gmail.com

Received : 30-04-2020     Accepted : 13-05-2020     Published : 15-05-2020
Volume : 12     Issue : 9       Pages : 9800 - 9803
Int J Agr Sci 12.9 (2020):9800-9803

Keywords : Auditory, Expressive, Language, Development, Preschool Children
Academic Editor : Sanjit Debnath, Dr Pratibha Gupta
Conflict of Interest : None declared
Acknowledgements/Funding : Authors are thankful to Department of Human Development and Family Studies, College of Community Science, University of Agricultural Sciences, Dharwad, 580 005, Karnataka, India
Author Contribution : All authors equally contributed

The study was conducted in UAS Dharwad with the aim to study the auditory and expressive language development among preschool children. A sample of 240 children (47 boys and 73 girls) from urban, (45 boys and 75 girls) from rural areas with an age cohort of 2-3, 3-4 and 4-5 years were selected from preschools viz., nursery, LKG and UKG sessions. Differential design and correlational design were employed to know the relation between language development of urban and rural children. To measure the auditory and expressive language development, Preschool Language Scale-5 (PLS-5) was used. Chi-square and t-test were used to know the association between language development of children with locality, age and gender. The results revealed that, auditory comprehension, expressive communication and overall language development among preschoolers were highly associated with locality and gender. In overall language development, urban children found better compared to rural children (rural M=78.65 and urban M=89.22) which may be due to lack of quality child care, less provision for age appropriate play materials and less exposure to resources due to lower socioeconomic status in rural areas. Girls were better in auditory, expressive and overall language development compared to boys in both rural and urban preschools. 23.3 percent of rural children were found in low category but in urban no children were found in this category. Both in urban and rural area, children of 2-3 years were better compared to the 3-5 years. In rural area, there was no facility for the children to improve upon their language at home as well as in schools. Hence, there is a need to provide necessary intervention programme to improve auditory and expressive language development of children through parents.

1. Vinutha and Khadi P. (2017) MSc Thesis, University of Agricultural Sciences, Dharwad, Karnataka, India.
2. Kornilov A.S., Lebedeva V.T., Zhukova A.M., Prikhoda A.N., Korotaeva V.I., Koposov A.R., Hart L., Reich J. and Grigorenko L.E. (2016) Learning and Individual Differences, 46 (6), 45-53.
3. Hedge P and Khadi P, (2018) MSc. Thesis, University of Agricultural Sciences, Dharwad, Karnataka, India.
4. Eriksson M., Marschik B.P., Tulviste T., Almgren M., Pereira P.M., Wehberg S., Umek L.M., Gayraud F., Kovacevic M. and Gallego C. (2012) British Journal of Developmental Psychology, 30(1), 326-343.
5. Longobardi E., Spataro P., Frigerio A. and Rescorla L. (2016) Infant Behavior and Development, 43(1),1-4.
6. Abel D.C., Nerren W.J. and Wilson E.H. (2015) International Journal of Child Care and Education Policy, 9(7),1-17.
7. Burchinal R.M., Roberts J., Riggins R., Zeisel A.S., Neebe E. and Bryant D. (2000) Child Development, 71(2), 339-357.