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Enhancing Language Acquisition in Children from Lower Socioeconomic Backgrounds: The Role of Parental Involvement
- 1 University of Waterloo
* Author to whom correspondence should be addressed.
Abstract
Early language acquisition is fundamental to a child’s future academic success. The development of vocabulary and oral storytelling skills at a young age serves as a strong foundation for later achievements in overall literacy. Disparities in language abilities become apparent by kindergarten and tend to persist throughout a child’s educational journey. Therefore, prioritizing early language development is crucial to ensuring that all children could reach their full potential. This literature review examines three effective interventions - the 3Ts Home Visiting Curriculum, Too Small to Fail, and the STELLA curriculum - designed to improve language acquisition and development in children from lower socioeconomic status (SES) backgrounds. It provides brief descriptions of each intervention, analyzes the underlying psychological principles of language acquisition and development, and considers the implications of these global approaches. Parental involvement is crucial in creating and sustaining the success of these programs. Future directions to enhance the effectiveness, accessibility, and inclusivity of language development interventions for targeted children are explored.
Keywords
language development, socioeconomic status, language acquisition, parental involvement, early childhood.
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Cite this article
Yang,J. (2024). Enhancing Language Acquisition in Children from Lower Socioeconomic Backgrounds: The Role of Parental Involvement. Lecture Notes in Education Psychology and Public Media,70,14-20.
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Volume title: Proceedings of the 2nd International Conference on Global Politics and Socio-Humanities
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