The home language environment and early childhood development: a LENA study from rural and peri-urban China

Abstract

AbstractThe home language environment is a significant correlate of early childhood development outcomes; however, less is known about this mechanism in rural and peri-urban China where rates of developmental delay are as high as 52%. This study examines associations between the home language environment and child development in a sample of 158 children (58% boys) aged 18–24 months (Mage = 21.5) from rural and peri-urban households in Western China. Results show a significant association between adult-child conversation count and language development, suggesting the home language environment may be a mechanism for child development in rural and peri-urban China. 22.5% of the sample were at risk of language delay. Mother’s employment and child’s age were significant factors in the home language environment.RESEARCH HIGHLIGHTSThis research investigates the links between the home language environment and ECD in rural and peri-urban communities in China.This study shows significant positive associations between measures of the home language environment and language development outcomes, as well as with overall ECD outcomes.Adult-child conversations were more important for language development outcomes than was the number of adult words spoken.Female-initiated conversations were more important than child-initiated conversations for language development. AcknowledgmentsWe would like to thank the local collaborators and survey enumerators for their assistance with contacting local families and assisting with the survey and LENA data collection, and the children and families who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to privacy or ethical restrictions.Notes1 Increase in CTC by 1% corresponded to an increase in CREDI overall z-scores by 1.23%.2 Increase in AWC by 1% corresponded to an increase in CREDI language z-scores by 1.30%.3 Increase in CTC by 1% corresponded to an increase in CREDI language z-scores by 1.49%.4 Increase in the number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI overall z-scores by 1.13%.5 Increase in number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI language z-scores by 1.34%.6 Increase in the number of CT by 1% was associated with an increase in CREDI overall z-scores by 1.10%.7 Increase in the number of CT by 1% was associated with an increase in CREDI language z-scores by 1.36%.8 Increase in the number of VABs initiated by a female adult by 1% corresponded to an increase in CREDI language z-scores by 1.32%.9 On a typical day, the mother or grandmother of the household wakes up around 6:00 am and proceeds with household chores, such as cleaning and cooking breakfast. Subsequently, she looks after the children either at home or at a nearby neighbor's house until lunchtime. During the afternoon, the child might take a nap or engage in play with other children or by themselves, while their primary caregiver prepares dinner. After dinner, the caregiver and the child get ready for bed, with the caregiver often telling them stories or watching television together before bedtime.Additional informationFundingThis study was supported by private gifts from individual donors. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.