late talker 4
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late talker 4
Having a family member with a learning disability or special needs is a possible risk factor. Having a family member with delayed language has been associated with language delays in children in several studies. Parenting and attendance in child care may also affect children's development. Parenting quality has been shown to mediate the effects of SES on development. Children of parents who are warm and nurturing, provide cognitively stimulating environments, and establish routines for their children have higher cognitive, academic, and behavioral functioning. However, researchers did not find a relationship between parenting quality and late talking. Overall, studies investigating the effect of child care on development have identified a positive association of child care attendance and children's language, literacy, and math outcomes in early childhood and beyond. For example, researcher found that participation in Early Head Start program promoted boys' and girls' vocabulary development and appeared to buffer the effects of parenting stress on language development. Other studies have also shown that quantity and quality child care improves children cognitive, language, and academic outcomes. This benefit is particularly strong for children of low-SES homes, particularly when the level of cognitive stimulation is consistent between home and child care. The benefits of quality parenting and child care were observed in children's reading and math scores in first, third, and fifth grades. Children's early behavioral functioning may also have an effect on early language and later academic outcomes, although the findings thus far have been mixed. For example, researchers found that children with expressive vocabulary delay at 18 months were significantly more likely to be rated by their mothers as having either externalizing or internalizing problems. However, researcher noted that the effect sizes were small and concluded that the relationship between early vocabulary and behavioral problems may not be causal. Likewise, researcher observed that when children's social competence was accounted for, the relationship between language delay and behavioral problems no longer existed. Studies of children's later language, literacy, and math abilities have found positive associations between children's development and their behavioral functioning, however. Examples of this include studies of growth in children's approaches to learning (i.e., inhibitory control, attention, and working memory) and in children's vocabulary, reading, and math.
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