Nashr qilingan 2025-05-16
Kalit so‘zlar
- Pronunciation correction, Preschool children, Language development, Cognitive growth, Social development, Emotional growth, Academic success, Linguistic environment, Socio-economic background
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
Abstrak
Language development in early childhood is vital for cognitive, social, and emotional growth. During preschool years, children expand their vocabulary and improve pronunciation, enhancing their communication skills. However, factors such as limited language exposure and socio-economic challenges can impede this development, potentially leading to long-term communication issues. This study explores innovative strategies to boost vocabulary and pronunciation in preschoolers, providing valuable insights for educators, parents, and speech therapists. By emphasizing effective techniques, the research aims to enhance preschool education programs and support children’s linguistic growth, ultimately contributing to their academic success and social adaptability in a diverse world.
References
- Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6(1), 5–10.
- Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H. Brookes Publishing.
- Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing.
- Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613.
- Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36(1), 17–32.
- Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250.
- Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87(3), 476–487.