Childrens’ spoken language skills benefit from responsive interactions with childhood educators and parents, according to research from the University of North Carolina’s Frank Porter Graham (FPG) child development institute. These points are valid for infants whose hearing issues are detected near birth, and who receive digital hearing devices as a priority.
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The FPG team notes, “interactions children have with adults influence early brain growth and learning, giving early educators a crucial opportunity to provide children with interactions [for] spoken language and communication”. Importantly for parents and caregivers (their childrens’ first teachers), “when teachers ask children questions, respond to their vocalizations, and engage in other positive talk, children learn and use more words.”
Childrens’ early vocabulary is a vital predictor of their later reading ability in primary and middle-school. Accordingly, researchers highlight the need for parents and primary caregivers to interact with children in a responsive and interactive way, to enable new words to be learned in a natural process.
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