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Socioeconomic Status In Early Childhood

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Differences in vocabulary development and use in early childhood appear to be closely correlated with socioeconomic status. For the purpose of this paper Socioeconomic Status (SES) is going to be defined using the American Psychological Association’s measurement for socioeconomic status which combines education, income, and occupation. Vocabulary development in early childhood is important because vocabulary size upon entry into kindergarten is one of the most important factors in predicting a child’s ability to succeed in school (Rowe, 2012). When children enter Kindergarten there is often a large gap in the amount of words children from high- and low- SES backgrounds know. The same gap that is present in vocabulary size when children enter …show more content…
In this study, researchers recorded five different interactions in the household and then analyzed the information. The results suggested that children who heard more sophisticated words earlier in life was linked strongly to vocabulary performance at age five (Weizman et al., 2001). It should also be noted that the most sophisticated words were introduced during meal time and toy play (Weizman et al., 2001). A separate study done by Cartmill, Armstrong, Gleitman, Goldin-Meadow, Medina, and Trueswell (2013) found that some parents’ speech to their children rarely used high quality contextual cues to help decode meanings of new words, while other parents used these cues relatively often. This parent input quality to children at 14-18 months strongly correlated with vocabulary size of children at 54 months. This same study also found that the parents who spoke to their children more did not necessarily provide more high quality word-learning instances, but by nature children whose parents talk more are hearing more words, so it becomes more likely that those children will hear words in high-quality learning situations (Cartmill et al., …show more content…
Among those factors are gesture use, quality and quantity of input, child directed speech, and parental understanding of child development. Of those factors, improvement in maternal understanding of child development would be the most accessible way to help lessen the gap in vocabulary size. The study done by Rowe (2008) supports the idea that maternal knowledge of child development reconciles the relation between socioeconomic status and child development. Furthermore, studies suggest that parents with more knowledge of child development follow the strategies that best support child language learning. According to Rowe’s (2008) study, interventions that focus on parental knowledge of child development make it possible to influence the ways that parents communicate with their children which can in turn improve children’s language development, separate from the SES of the

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