Factors associated with expressive and receptive language in early childhood: a study in Ubon Ratchathani Province, Thailand
DOI:
https://doi.org/10.47197/retos.v72.116943Keywords:
(Didactics, teacher training, psychomotricity, early childhood education), (Education, emotional competencies, benefits, training and skills)Abstract
Introduction: Early childhood is a vital stage for growth and learning, with expressive and receptive language development being essential milestones.
Objective: This study aimed to examine the relationships between associated factors and language development in early childhood.
Methodology: A cross-sectional analytical study was conducted with 155 caregivers of children aged 3–5 years from schools and child development centers under Ubon Ratchathani Municipality. Participants were selected via multistage random sampling. Data were collected using three questionnaires and analyzed using descriptive statistics, standard deviations, and Pearson’s correlation.
Results: Most children had no underlying diseases, while 17.4% had chronic conditions. Caregivers showed high levels of parenting behavior (mean ± SD = 67.86 ± 7.24) and language skill training (mean ± SD = 67.05 ± 8.85). Children had high levels of expressive and receptive language development (mean = 54.56, SD = 10.82). Significant correlations were found between language development and parenting behavior (r = 0.48, p < 0.001) and language training behavior (r = 0.42, p < 0.001).
Conclusions: Positive caregiving practices and consistent language stimulation significantly support linguistic development. Encouraging caregiver involvement and regular developmental monitoring using the DSPM can enhance early language acquisition and guide future interventions.
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