Department of Early Childhood Education,Hacettepe University,Turkey.
Department of Counseling and Human Development,South Dakota State University,USA.
J Child Lang. 2019 May;46(3):480-500. doi: 10.1017/S0305000918000570. Epub 2019 Jan 31.
This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal-social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal-social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.
本研究通过涉及美国和土耳其的跨文化视角，考察了来自低收入家庭的学龄前儿童接受性语言发展与其他发展领域之间的关系。共有 471 名儿童及其照顾者参与了土耳其的研究，而 287 名儿童参与了美国的研究。两个样本均使用《年龄与阶段问卷》评估儿童的发展。针对土耳其和美国样本，使用了不同版本的《皮博迪图片词汇测验》来衡量接受性语言发展。结果揭示了两国之间存在相似的模式和一些差异。在土耳其样本中，接受性语言仅预测了沟通和个人-社会领域，而美国儿童的接受性语言技能与沟通、解决问题、个人-社会以及精细和粗大运动发展领域相关。这些结果在每个国家的背景下进行了讨论，比较性结论通过说明语言对三个领域的重要性，为现有文献做出了贡献。
