Social vulnerability and verbal and non-verbal communication in early childhood. Systematic review
Article Sidebar
Main Article Content
Abstract
(analytical)
The objective of this systematic literature review wa to inquire about the differential contribution of socioeconomic environment to the capacity for verbal and non-verbal communication in the first three years of life. Empirical research articles from the last 30 years in normally developing infants were reviewed. In general, lower levels were identified among infants from vulnerable contexts in terms of speech development f and expressive and productive communication . However, the results were inconsistent in the area of non-verbal communication. It is concluded that more studies should be carried out with direct behavioral measures in relation to non-verbal communication in order to alleviate existing inconsistencies for the current results in this field.
Keywords: Poverty; verbal communication; non verbal communication; infancy.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
You are free to:
- Share - copy and redistribute the material in any medium or format
- Adapt - remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial - You may not use the material for commercial purposes.
-
ShareAlike - If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
References
*Abels, M., & Hutman, T. (2015). Infants' behavioral styles in joint attention situations and parents' socio-economic status. Infant Behavior and Development, 40, 139-150. https://doi.org/10.1016/j.infbeh.2015.05.004
Adamson, L. B., Bakeman, R., Deckner, D. F., & Nelson, P. B. (2012). Rating parent-child interactions: Joint engagement, communication dynamics, and shared topics in autism, Down syndrome, and typical development. Journal of Autism and Developmental Disorders, 42(12), 2622-2635. https://doi.org/10.1007/s10803-012-1520-1
Arán-Filippetti, V., & Richaud de Minzi, M. C. (2012). A structural analysis of executive functions and socioeconomic status in school-age children: Cognitive factors as effect mediators. The Journal of Genetic Psychology, 173(4), 393-416. https://doi.org/g7zd
*Berglund, E. V. A., Eriksson, M., & Westerlund, M. (2005). Communicative skills in relation to gender, birth order, childcare and socioeconomic status in 18-month-old children. Scandinavian Journal of Psychology, 46(6), 485-491. https://doi.org/bfhr5t
*Betancourt, L. M., Brodsky, N. L., & Hurt, H. (2015). Socioeconomic (SES) differences in language are evident in femaleinfants at 7 months of age. Early Human Development, 91(12), 719-724. https://doi.org/10.1016/j.earlhumdev.2015.08.002
Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Academic Pediatrics, 16(3), S30-S36. https://doi.org/ggp3zb
Bruner, J. (1995). From joint attention to the meeting of minds: An introduction. En C. Moore, & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 1-14). Psychology Press.
Cattani, A., Floccia, C., Kidd, E., Pettenati, P., Onofrio, D., & Volterra, V. (2019). Gestures and words in naming: Evidence from crosslinguistic and cross-cultural comparison. Language Learning, 69(3), 709-746. https://doi.org/10.1111/lang.12346
Celestino, V. R. R., & Bucher-Maluschke, J. S. N. F. (2018). Research on systemic psycholo-gy in Latin America: An integrative review with methods and data triangulation. Psicologia: Teoria e Pesquisa, 34, 1-17. https://doi.org/10.1590/0102.3772e3443
Deanda, S., Arias-Trejo, N., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment. Bilingualism: Language and Cognition, 19(1), 162-180. https://doi.org/10.1017/s1366728914000820
*Elgier, A., Galvagno, L., Clerici, G., Tortello, C., & Azzolini, S. C. (2017). Seguimiento del gesto de señalar y de la mirada en estadios tempranos del desarrollo. Apuntes de Ciencia & Sociedad, 7(1), 11-20. https://doi.org/10.18259/acs.2017003
Escudero, A. J., Carranza, J. A., & Huescar, E. (2013). Aparición y desarrollo de la atención conjunta en la infancia. Anales de Psicología/Annals of Psychology, 29(2), 404-412. https://doi.org/10.6018/analesps.29.2.136871
*Espíndola, E., Sunkel, G., Murden, A., & Milosavljevic, V. (2017). Medición multidimensional de la pobreza infantil: una revisión de sus principales componentes teóricos, metodológicos y estadísticos. Naciones Unidas.
*Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language pro-cessing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248. https://doi.org/10.1111/desc.12019
Fey, M. E., Warren, S. F., Bredin-Oja, S. L., & Yoder, P. J. (2017). Responsivity education/ prelinguistic milieu teaching. En R. McCauley, M. E. Fey, & R. B. Gillam (Eds.), Treatment of language disorders in children (2ª ed., pp. 57-86). Brookes.
*Fish, M., & Pinkerman, B. (2003). Language skills in low-SES rural Appalachian children: Normative development and individual differences, infancy to preschool. Journal of Applied Developmental Psychology, 23(5), 539-565. https://doi.org/bpj9w8
*Gago-Galvagno, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the second year: Executive function and emotion regulation links to joint attention, temperament and social vulnerability in a Latin American sample. Frontiers in Psychology, 10, 1473. https://doi.org/g74n
*Gago-Galvagno, L. G., & Elgier, A. M. (2020). Social and individual factors modulate parent-infant interactions: Lessons from free play sessions in an Argentine sample. Infant Behavior and Development, 61, 101496. https://doi.org/g74p
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90(3), 985-992. https://doi.org/10.1111/cdev.13128
Grinberg, J. (2016). Los Suárez y las instituciones del sistema de protección de la infancia: un análisis sobre las formas contemporáneas de gobierno de las familias en contextos de desigualdad y pobreza. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 631-643.
Hermida, M., Soledad-Segretin, M., Lipina, S., Sol-Benarós, S., & Colombo, J. A. (2010). Abordajes neurocognitivos en el estudio de la pobreza infantil: consideraciones conceptuales y metodológicas. International Journal of Psychology and Psychological Therapy, 10, 205-255.
*Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P., & Suma, K. (2015). The contribution of early communication quality to low-income children's language success. Psychological Science, 26(7), 1071-1083. https://doi.org/10.1177/0956797615581493
*Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378. https://doi.org/10.1111/1467-8624.00612
Hoff, E. (2006). How social contexts support and shape language development. Develop-mental Review, 26(1), 55-88. https://doi.org/10.1016/j.dr.2005.11.002
*Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural in&uences on language. Journal of Communication Disorders, 38(4), 271-278. https://doi.org/c2zkqp
*Hoff-Ginsberg, E. (1998). The relation of birth order and socioeconomic status to children's language experience and language development. Applied Psycholinguistics, 19(4), 603-629. https://doi.org/10.1017/S0142716400010389
Hoicka, E., & Butcher, J. (2016). Parents produce explicit cues that help toddlers distinguish joking and pretending. Cognitive science, 40(4), 941-971. https://doi.org/f84hfs
Hustedt, J. T., & Raver, C. C. (2002). Scaffolding in low-income mother-child dyads: Relations with joint attention and dyadic reciprocity. International Journal of Behavioral Development, 26(2), 113-119. https://doi.org/10.1080/01650250042000636
Johnson, A., Mliner, S., Depasquale, C., Troy, M., & Gunnar, M. R. (2018). Attachment security buffers the HPA axis of toddlers growing up in poverty or near poverty: Assessment during pediatric well-child exams with inoculations. Psychoneuroendocri-nology, 95, 120-127. https://doi.org/10.1016/j.psyneuen.2018.05.030
*Justice, L. M., Jiang, H., Purtell, K. M., Schmeer, K., Boone, K., Bates, R., & Salsberry, P. (2019). Conditions of poverty, parent-child interactions, and toddlers' early language skills in low-income families. Maternal and Child Health Journal, 23(7), 971-978. https://doi.org/10.1007/s10995-018-02726-9
*Lee, A., Kuzava, S., & Bernard, K. (2020). Sociodemographic risk and infants' emerging language ability: Examining the indirect effects of maternal sensitivity and nurturance to distress. Parenting, 1-21. https://doi.org/10.1080/15295192.2020.1748485
Marini, A., Eliseeva, N., & Fabbro, F. (2019). Impact of early second language acquisition on the development of first language and verbal short-term and working memory. International Journal of Bilingual Education and Bilingualism, 22(2), 165-176. https://doi.org/10.1080/13670050.2016.1238865
Mazzoni, C. C., Stelzer, F., Cervigni, M. A., & Martino, P. (2014). Impacto de la pobreza en el desarrollo cognitivo: un análisis teórico de dos factores mediadores. Liberabit, 20(1), 93-100.
*McDonald-Culp, A., Osofsky, J. D., & O'Brien, M. (1996). Language patterns of adoles-cent and older mothers and their one-year-old children: A comparison study. First Language, 16(46), 61-75. https://doi.org/10.1177/014272379601604604
*McGillion, M., Herbert, J. S., Pine, J., Vihman, M., De Paolis, R., Keren-Portnoy, T., & Matthews, D. (2017). What paves the way to conventional language? The predictive value of babble, pointing, and socioeconomic status. Child Development, 88(1), 156- 166. https://doi.org/10.1111/cdev.12671
Miller, S. E., & Marcovitch, S. (2015). Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language. Develop-mental Psychology, 51(1), 101-114. https://doi.org/10.1037/a0038359
Moser, C. (1998). The asset vulnerability framework: reassessing urban poverty reduction strategies. World Development, 26(1), 1-19. https://doi.org/dnxxzd
Panesi, S., & Morra, S. (2018). Relationships between the early development of drawing and language: The role of executive functions and working memory. The Open Psycho-logy Journal, 11(1), 15-24. https://doi.org/10.2174/1874350101811010015
Programa de las Naciones Unidas para el Desarrollo. (2019). Informe de desarrollo humano. Unesco.
Posner, M. I. (2016). Orientación de la atención: entonces y ahora. Revista Trimestral de Psicología Experimental, 69(10), 1864-1875.
Posner, M. I., Rothbart, M. K., & Ghassemzadeh, H. (2019). Focus: Attention science: Restoring attention networks. The Yale Journal of Biology and Medicine, 92(1), 139-149.
Ramos-Ojeda, D. (2019). Entendiendo la vulnerabilidad social: una mirada desde sus prin-cipales teóricos. Revista Estudios del Desarrollo Social: Cuba y América Latina, 7(1), 139-154.
*Raviv, T., Kessenich, M., & Morrison, F. J. (2004). A mediational model of the association between socioeconomic status and three-year-old language abilities: The role of parenting factors. Early Childhood Research Quarterly, 19(4), 528-547. https://doi.org/ch5wcf
Ricciardelli, P., Betta, E., Pruner, S., & Turatto, M. (2009). Is there a direct link between gaze perception and joint attention behaviours? Effects of gaze contrast polarity on oculomotor behavior. Experimental Brain Research, 194, 347-357. https://doi.org/fttpsk
Richaud, M. C., Mesurado, B., Samper-García, P., Llorca, A., Lemos, V., & Tur, A. (2013). Estilos parentales, inestabilidad emocional y agresividad en niños de nivel socioeco-nómico bajo en Argentina y España. Ansiedad y Estrés, 19(1), 54-69.
Roben, C. K., Cole, P. M., & Armstrong, L. M. (2013). Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhood. Child Development, 84(3), 891-905. https://doi.org/10.1111/cdev.12027
Rosemberg, C. R., & Stein, A. (2016). Análisis longitudinal del impacto de un programa de alfabetización temprana. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(2), 1087-1102.
Rosenthal, R. (1979). The #le drawer problem and tolerance for null results. Psychological Bulletin, 86, 638-641. https://doi.org/10.1037/0033-2909.86.3.638
Rowe, M. L. (2018). Understanding socioeconomic differences in parents' speech to children. Child Development Perspectives, 12(2), 122-127. https://doi.org/gdh66r
Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES dis-parities in child vocabulary size at school entry. Science, 323(5916), 951-953. https://doi.org/10.1126/science.1167025
*Saxon, T. F., & Reilly, J. T. (1998). Language competence and joint attention in mother-toddler dyads. Early Child Development and Care, 142(1), 33-42. https://doi.org/bksrps
*Saxon, T. F., & Reilly, J. T. (1999). Joint attention and toddler characteristics: Race, sex and socioeconomic status. Early Child Development and Care, 149(1), 59-69. https://doi.org/10.1080/0300443991490105
*Schiffman, R. F., Omar, M. A., & McKelvey, L. M. (2003). Mother-infant interaction in low-income families. MCN: The American Journal of Maternal/Child Nursing, 28(4), 246-251. https://doi.org/10.1097/00005721-200307000-00008
Sharkins, K. A., Leger, S. E., & Ernest, J. M. (2017). Examining effects of poverty, maternal depression, and children's self-regulation abilities on the development of language and cognition in early childhood: An early head start perspective. Early Childhood Education Journal, 45(4), 493-498. https://doi.org/10.1007/s10643-016-0787-9
Shire, S. Y., Gulsrud, A., & Kasari, C. (2016). Increasing responsive parent-child interac-tions and joint engagement: Comparing the influence of parent-mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disorders, 46(5), 1737-1747. https://doi.org/10.1007/s10803-016-2702-z
*Shriver, A. E., Bonnell, L. N., Berman, S., & Camp, B. W. (2020). Cumulative risk, the cognitive home environment and vocabulary in early childhood. Child: Care, Health and Development, 46(2), 244-246. https://doi.org/10.1111/cch.12738
Strouse, G. A., & Ganea, P. A. (2017). Toddlers' word learning and transfer from electronic and print books. Journal of Experimental Child Psychology, 156, 129-142. https://doi.org/f9q6qq
Tomasello, M. (2007). Los orígenes culturales de la cognición humana. Amorrortu.
Tuñón, I., & González, M. S. (2013). Aproximación a la medición de la pobreza infantil desde un enfoque multidimensional y de derechos. Revista Sociedad y Equidad, (5), 30-60. https://doi.org/10.5354/0718-9990.2013.26317
Vallotton, C., Mastergeorge, A., Foster, T., Decker, K. B., & Ayoub, C. (2017). Parenting supports for early vocabulary development: Specific effects of sensitivity and stimulation through infancy. Infancy, 22(1), 78-107. https://doi.org/10.1111/infa.12147
Vargas-Rubilar, J. A., Richaud, M. C., & Oros, L. B. (2018). Programa de promoción de la parentalidad positiva en la escuela: un estudio preliminar en un contexto de vulnerabilidad social. Pensando Psicología, 14(23), 20-33. https://doi.org/g74t