A new study shows that kids with larger oral vocabularies by age two arrive at kindergarten better prepared academically and behaviorally than their peers. "Our results provide compelling evidence for oral vocabulary's theorized importance as a multifaceted contributor to children's early development," said lead researcher Paul Morgan from Pennsylvania State University.
"Our results are also consistent with prior work suggesting that parents who are stressed, overburdened, less engaged, and who experience less social support may talk, read, or otherwise interact with their children less frequently, resulting in their children acquiring smaller oral vocabularies," Morgan said.
The study analyzed data for 8,650 children in the Early Childhood Longitudinal Study-Birth Cohort.
They evaluated whether two-year-olds with larger oral vocabularies achieved more academically and functioned at more optimal levels behaviorally when they later entered kindergarten.
Gaps in oral vocabulary were evident between specific groups of children as young as age two, with children from higher-income families, females, and those experiencing higher-quality parenting having larger oral vocabularies than their peers.
Children born with very low birth weight or from households where the mother had health problems had smaller oral vocabularies.
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"Early interventions that effectively increase the size of children's oral vocabulary may help at-risk two-year-olds.
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The study was published in the journal Child Development.
Source-IANS