Browsing by Subject "kielellinen kehitys"
Now showing items 1-6 of 6
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(Helsingfors universitet, 2017)Objectives: Autism spectrum disorder is characterized by social, communication, and behavioral deficits which are proposed to lie at the extreme end of a continuum of autistic traits. Milder manifestations of these traits are continuously distributed across the general population. A clear cut-off between subclinical traits and the clinical spectrum is found difficult to define. A broad range of early developmental abnormalities are associated with autism spectrum. Slow acquisition of social, language and motor skills are widely recognized in the clinical spectrum. This study aims to clarify if similar developmental difficulties is associated with milder autistic traits. Methods: This study is part of the Arvo Ylppö Longitudinal Study. The study cohort consisted from 2193 infants born between 1985 - 1986 in the Hospital District of Helsinki and Uusimaa. The majority of the cohort compromised of infants who needed to be admitted to the neonatal intensive care unit within 10 days of birth, and a smaller part of infants who were born between the same time period but did not need hospital care within 10 days of birth. The current sample was selected from participants who were assessed by Griffiths Mental Developmental Scales at the age of 20 months and who completed Autism Spectrum Quotient (AQ) at the follow-up between the ages of 24 - 27. Association between Griffiths sub-scales and autistic traits were analyzed using linear and logistic regression. Results and conclusions: An association was found between early social and language development and the amount of autistic traits at the follow-up in early adulthood. Lower performance in both sub-scales were associated with higher amount of autistic traits. No association were found between early fine or gross motor skills and autistic traits. The results indicates that early development of social and language skills are associated with mild autistic traits in adulthood in the general population.
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(Helsingin yliopisto, 2021)Objectives. A lot of research has been done during recent years on children’s language development and creative ways to support it during early childhood. Studies have shown that one significant factor which can support children in learning to read and write is music. The objective of this Master´s thesis is to study music education’s effect on under school age children´s language development measured by Rapid Automatized naming test. In addition, I investigate if there are differences in development between boys and girls or native Finnish speakers and children who speak Finnish as a second language during the two-year longitudinal research. Data for this Master thesis has been collected as a part of Tanja Linnavalli´s dissertation (2019) “Effects of musical experience on children’s language and brain development” which studied the effect of music intervention on children’s language development. Methods. There were 72 participants who were between four-to-five-year-old in the beginning of the study. Data was collected during 2014-2017. There were three study groups: one receiving music play-school, another group receiving dance classes and a third group that acted as a passive control group. Children were evaluated four times during the two-year long research for their speed in naming colours and objects by Rapid Automatized naming test by Niilo Mäki Institute. This Master´s thesis compares the differences between the groups using independent samples t-test. Results and conclusions. The study shows that children who participated to music playschool improved more on naming tests during the follow up than the other groups. Girls improved statistically significantly more than boys and Finnish as a second language speakers improved slightly better than native Finnish speakers. The results support the view that music has a positive impact on the development of language skills. In early childhood education and care, it is important to understand the support music education may offer to language development e.g., children with Finnish as a second language or learning challenges on reading and writing.
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(Helsingin yliopisto, 2018)Infants born preterm (< 37 gestational weeks) or with low birth weight (< 2500 g) have an increased risk of cognitive, language and motor difficulties. Preterm infants’ later development can be compromised by premature birth and early environmental factors. First weeks of life at a hospital provides non-optimal environment for the development of preterm infants’ senses and infants and parents interaction. To alleviate potential developmental deficits, preterm infants’ development and parent-infant interaction are supported by kangaroo care (infant on skin-to-skin contact at parent’s chest) and music interventions which have been shown to improve infants’ physiological responses and alleviate parents stress. Kangaroo care is further reported to improve infants’ cognitive development. Preliminary findings show that combining kangaroo care with music can improve some of preterm infants’ physiological responses and reduce maternal stress. However, effects of combining kangaroo care and music have not been yet studied. The aim of this study was to examine if parental singing during kangaroo care can promote preterm infants’ cognitive, language, or motor development at 2–3 years of corrected age. Additionally, it was examined if language and music activities at home had an effect on preterm infants’ cognitive or language development. During their hospital stay parents of the experiment group (N=20) were instructed to sing or hum to their child during kangaroo care and the parents of the control group (N=11) were instructed to provide kangaroo care but with no instructions regarding sound environment. The cognitive, language and motor development of the preterm infants was assessed with Bayley Scales of Infant and Toddler Development III (Bayley-III) in 2–3 years of age. Singing during kangaroo care had no effect on preterm infants’ development at 2-3 years of corrected age as assessed by Bayley-III. However, the more there were language and music activities at home at the time of the follow-up as reported by the parents, the better was the cognitive and language performance. Based on this study, parents can be encouraged to support their preterm born child’s language and cognitive development with joint language and music activities.
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(Helsingfors universitet, 2015)Aims: Repair is one the three structures that organizes conversation. Repair organization is used for solving problems in speaking, hearing and understanding in conversation. Self-repair is initiated by the person who has produced the trouble source turn. Language deficits affect person's possibilities to communicate with speech. Different kinds of language deficits affect in different ways to person's possibilities to participate in conversation and to be understood. Self-repair is a way to maintain intersubjectivity in conversation. If one of the participants in conversation can't self-repair his speech because of the language deficit, the intersubjectivity between the participants might be endangered. The aim of this study is to describe self-repairs made by a 4-year-old boy and how his language deficits affect on his self-repairs. Methods: The main approach to this study was conversation analytic. Conversation analysis is a qualitative method. It is used for finding recurrent structures in conversation. The study examined self-repairs made by a 4-year-old boy who has deficits in speech understanding, naming and inflection. The material for the study was from speech therapy sessions. Speech therapy was held 20 times and a partner in the conversations was a logopedics student. The study observes three types of situations in speech therapy. The conversation topics were limited in different ways. Results & Conclusions: The participant made lots of fluent self-repairs despite his language deficits. He also made self-repairs when they were started by the other. The deficits of speech understanding and naming caused self-repairs. The deficits of naming caused multiple self-repairs one after the other. To the inflection the participant made just few self-repairs. The participant had not acquired the language skills of inflection at the time.
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(2007)"This paper focuses on the aspects of the lexicon in 66 prematurely born very-low-birth-weight and 87 full-term Finnish children at 2;0, studied using the Finnish version of the MacArthur Communicative Developmental Inventory. The groups did not differ in vocabulary size. Furthermore, the female advantage in vocabulary size was not seen in preterm children. The overall shapes of the trajectories for the main lexical categories as a function of vocabulary size were highly similar in both groups and followed those described in the literature. However, there were significant differences in the percentage of nouns and grammatical function words between the two groups. The results suggest that prematurity 'cuts off' the female advantage in vocabulary development. Furthermore, it also seems that there are differences between prematurely born and full-term children in the composition of the lexicon at 2;0. The findings support the universal sequence in the development of lexical categories."
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(Helsingin yliopisto, 2021)Aims. There are many individual, hereditary and environmental factors affecting children’s language development. However, there are relatively few studies studying background factors related to preschool-aged Finnish children’s language development. The aim of this study is to study the possible effect of background factors to language development of preschool-aged children. Background factors included to this study are gender, familial risk of dyslexia and education of parents. Methods. The data is part of the LEINIKKI study data. The participants (n = 50) were healthy, Finnish-speaking children aged 3;2–4;0. Participants were evaluated with LEINIKKI method, Reynell Developmental Language Scales and LUKIVA method’s subtest for familial dyslexia. Group differences were analyzed for each of the background factors by descriptive statics and Mann-Whitney test. Finally, all the variables were analyzed together with a linear regression model. Results and conclusions. Gender was statistically significantly correlating with language skills. Preschool-aged boys had weaker overall language skills and receptive language skills. In this study, risk for familiar dyslexia or parents’ education wasn’t affecting the language skills of the child. The explanatory power of the linear regression model was weak suggesting that there are also many other additional variables affecting the language development of the children in this age. The results of this study suggest that boys’ language development should be paid attention to. In this study, familial risk for dyslexia didn’t affect to chldren’s language skills. It seems that in Finland, education of parents isn’t as strongly correlated to preschool-aged healthy children’s language development as reported in international research. In addition to the background factors studied in this study, there seems to be also many other background factors that affect children’s language development in preschool age. Further studies on these background factors are needed to gain deeper understanding of children’s language development in preschool age.
