Relevant bibliographies by topics / Language in child development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language in child development'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Language in child development"

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Wood, David. "Culture, language and child development." Language and Education 6, no. 2-4 (January 1992): 123–40. http://dx.doi.org/10.1080/09500789209541332.

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Goldfus, Carol. "Child language: acquisition and development." Educational Review 65, no. 2 (May 2013): 250–51. http://dx.doi.org/10.1080/00131911.2011.634200.

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Koutsouvanou, Eugenia. "Television and child language development." International Journal of Early Childhood 25, no. 1 (March 1993): 27–32. http://dx.doi.org/10.1007/bf03174627.

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Yenealem Derbie, Abiot. "The child after cochlear implant: Implications for rehabilitation in language development." Medical and Health Science Journal 15, no. 02 (July 20, 2014): 54–64. http://dx.doi.org/10.15208/mhsj.2014.09.

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Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (June 1, 2001): 105–26. http://dx.doi.org/10.1075/prag.11.2.01hic.

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The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.
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Wille, Beatrijs, Kimberley Mouvet, Myriam Vermeerbergen, and Mieke Van Herreweghe. "Flemish Sign Language development." Functions of Language 25, no. 2 (October 19, 2018): 289–322. http://dx.doi.org/10.1075/fol.15010.wil.

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Abstract This case study provides a first exploratory study on the early Flemish Sign Language acquisition of a deaf infant from the perspective of Halliday’s Systemic Functional Theory. It highlights some remarkable aspects of sign language acquisition with respect to interpersonal interaction between the child and its mother. The free play interactions of the Deaf mother and her moderately deaf daughter were recorded when the child was 6, 9, 12, 18 and 24 months old. These interactions were annotated in ELAN and transcribed in view of the analysis adapting Systemic Functional Linguistics. The analysis indicates that the early sign language development of the child chronologically correlates with Halliday’s descriptions of the universal functions of language. The infant’s first lexical signs appeared at 12 months. The child produced one-sign utterances (12 months and older), one-sign utterances along with a pointing sign (18 months and older) and two-sign utterances (24 months). The mother integrated attentional strategies to redirect the child’s attention. She also adopted techniques that are appropriate for child-directed signing, i.e. questions, recasts and expansions.
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Kuzina, Viktorija. "FACTORS INFLUENCING THE CHILD LANGUAGE DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 404. http://dx.doi.org/10.17770/sie2016vol2.1407.

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Childhood is the basis for both life and language acquisition. The child language is greatly influenced by the language environment – parents and other family members, teachers, as well as movies, TV and radio broadcasting, theatre performances, books. Meanwhile exploring the world and characterizing it, the child gradually acquires the skill to use in its language synonyms, antonyms, phraseology, comparisons, learns to understand foreign origin words used on daily basis, etc.In order to establish, which factors are influencing positively the child language development, a questionnaire was worked out. Students, general education school teachers, as well as the preschool education teachers completed the questionnaire. The research on the factors influencing the children's language development was accomplished in the framework of the Norwegian project in 2015. The results of the questionnaire and opinion polls prove, the childhood stage is very significant in the child language development, and really great is the responsibility of adults (parents and teachers), to ensure that this process develops as valid, interesting and exciting for the child. One of the conditions for successful acquisition of the Latvian language vocabulary stock is the example shown by the speech of adults. The use of illiterate language must also be eliminated from schools, mass media, etc.
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Ersan, Ceyhun. "Early Language Development and Child Aggression." World Journal of Education 10, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.5430/wje.v10n1p1.

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Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.
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Schiff-Myers, Naomi B. "Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 28–33. http://dx.doi.org/10.1044/0161-1461.2301.28.

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The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in the primary language. This negative effect on the primary language occurs most often if the native language is devalued.
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Juan-Garau, Maria, and Carmen Pérez-Vidal. "Subject realization in the syntactic development of a bilingual child." Bilingualism: Language and Cognition 3, no. 3 (December 2000): 173–91. http://dx.doi.org/10.1017/s1366728900000328.

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The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In this case, Catalan is a null subject language in opposition to the overt subject properties of English. Such data allow us to provide evidence on a key issue in bilingual acquisition research: the question of language separation in the early stages of acquisition. The data available suggest the absence of any major influence of one language on the other. In other words, our subject seems to be acquiring word order patterns which are different in the two adult systems in a language-dependent manner from the beginning of his production in both languages.
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Dissertations / Theses on the topic "Language in child development"

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Salley, Brenda J., and Wallace E. Jr Dixon. "Temperamental and Joint Attentional Predictors of Language Development." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4898.

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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.
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Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.

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Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.
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Swift, Mary Diane. "The development of temporal reference in Inuktitut child language." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992920.

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Scoville, Christine Beate. "Noun Clauses in Clinical Child Language Samples." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3545.

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Noun clauses are grammatical constructions that are of relevance both to typical language development and impaired language development. These clauses have been part of published techniques for the clinical analysis of language samples, and computer software for the automated analysis of clinical language samples has attempted to identify noun clauses, with limited success. The present study examined the development and clinical use of noun clauses as well as the automated identification of these clauses. Two sets of language samples were examined. One set consisted of 10 children with specific language impairment (SLI) whose age ranged from 7;6 to 11;1 (years;months), 10 peers matched for language development equivalence, and 10 peers matched for chronological age. The second set of samples were from 30 children considered to be typically developing, who ranged in age from 2;6 to 7;11. Language sample utterances were manually coded for the presence of noun clauses (including wh- noun clauses, that- noun clauses, and gerunds.) Samples were then automatically tagged using software. Results were tabulated and compared for accuracy. ANCOVA revealed that differences in the frequencies of WH-infinitive noun clauses and gerunds were significant between the matched groups. "Zero that clauses" (that-noun clauses containing no subordinator that) and gerunds were significantly correlated with age. Kappa levels revealed that agreement between manual and automated coding was high on WH-infinitive clauses, gerunds, and finite wh-noun clauses.
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Abidi, Syed Sibte Raza. "A connectionist simulation : towards a model of child language development." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/795815/.

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Moore, Chesney C. "Causes of the noun bias in early vocabulary development." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5749.

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Thesis (M.H.S.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. "May 2008" Includes bibliographical references.
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Fong, Chung-man. "The development of functional categories in early Cantonese speaking child language." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207871.

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Thesis (B. Sc.)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences). The University of Hong Kong, May 4, 2001." Also available in print.
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Lai, Yee-king Regine. "Language mixing in an English-Cantonese bilingual child with uneven development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3579379X.

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Lai, Yee-king Regine, and 黎爾敬. "Language mixing in an English-Cantonese bilingual child with uneven development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3579379X.

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Dixon, Wallace E. Jr, Natasha B. Gouge, Jaima S. Price, and Lauren P. Driggers-Jones. "Household Income Moderates the Relationship Between Temperament and Language Development." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4909.

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Books on the topic "Language in child development"

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Bochner, Sandra, and Jane Jones, eds. Child Language Development. London, England: Whurr Publishers Ltd, 2003. http://dx.doi.org/10.1002/9780470699126.

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Bochner, Sandra. Child language development: Learning to talk. 2nd ed. London: Whurr Publishers Ltd., 2003.

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An introduction to child language development. London: Addison Wesley Longman, 1999.

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Introduction to language development. San Diego, CA: Plural Pub., 2013.

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Messer, David J., and Geoffrey J. Turner, eds. Critical Influences on Child Language Acquisition and Development. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22608-5.

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Language development in early childhood. 3rd ed. Upper Saddle River, N.J: Merrill/Pearson, 2010.

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Camp, Bonnie W. Language power: 12 to 24 months. Denver: Colorado Bright Beginnings, 2002.

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A developmental-functionalist approach to child language. Mahwah, N.J: Lawrence Erlbaum Associates, 1995.

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Vihman, Marilyn May. Phonological development: The origins of language in the child. Cambridge, Mass: Blackwell, 1996.

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Byers, Brown Betty, and Edwards M, eds. Developmental disorders of language. 2nd ed. San Diego: Singular Pub. Group, 1997.

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Book chapters on the topic "Language in child development"

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He, Kekang. "Child Language Development." In Semantic Perception Theory, 1–11. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1104-2_1.

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Klee, Thomas, and Stephanie F. Stokes. "Language Development." In Child Psychology and Psychiatry, 71–76. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch8.

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Klee, Thomas, and Stephanie F. Stokes. "Language Development." In Child Psychology and Psychiatry, 45–50. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch8.

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Rudd, Loretta C., and Heather M. Kelley. "Language Development." In Encyclopedia of Child Behavior and Development, 865. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1609.

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Schlinger, Henry D. "Language Development." In A Behavior Analytic View of Child Development, 151–83. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_8.

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Menn, Lise, and Carol Stoel-Gammon. "Phonological Development." In The Handbook of Child Language, 335–60. Oxford, UK: Blackwell Publishing Ltd, 2019. http://dx.doi.org/10.1111/b.9780631203124.1996.00014.x.

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Snyder, Lynn S., and D. Elise Lindstedt. "Models of Child Language Development." In Communication Problems in Autism, 17–35. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-4806-2_2.

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Frazier, Mysti S. "Expressive Language." In Encyclopedia of Child Behavior and Development, 620–21. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1060.

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Burger, Amy, and Ivy Chong. "Language Acquisition." In Encyclopedia of Child Behavior and Development, 863–65. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1607.

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Frazier, Mysti S. "Receptive Language." In Encyclopedia of Child Behavior and Development, 1228–29. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2357.

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Conference papers on the topic "Language in child development"

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Sagae, Kenji, Alon Lavie, and Brian MacWhinney. "Automatic measurement of syntactic development in child language." In the 43rd Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1219840.1219865.

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Zhang, Shuguang. "Child Language Development, Function and Society from a Functional Perspective." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.69.

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Patil, Sanjay A., John H. L. Hansen, Gill Gilkerson, Sharmi Gray, and Doungxin Xu. "Assessing the stress/neutral speech environment in adult/child interactions for applications in child language development." In the 2nd Workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1640377.1640385.

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Friehs, Barbara. "CHILD LANGUAGE BROKERING AND ACADEMIC SUCCESS OF STUDENTS FROM IMMIGRANT FAMILIES IN AUSTRIA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0979.

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Li, Juan. "Learning Story: a Child Development Evaluation Model of New Zealand." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.060.

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Shen, Yu Cheng. "Students' Perception of E-learning on a Continuing Early Child Development Course in China." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.48.

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Ashar, Hadi, Ina Kusrini, Marizka Khairunnisa, and Cati Martiyana. "Anemia, Motor, Language, Social Personal Developments among Children Under Two Years Old in Rural Areas, Wonosobo, Central Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.18.

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ABSTRACT Background: Anemia is a condition where the hemoglobin level in the blood is lower than normal, which can be caused by malnutrition of micronutrients. Several studies that examine anemia among children under two years old, allegedly showed a negative impact on child development. This study aimed to determine the relationship between anemia and developmental status among children under two years old. Subjects and Method: This was a cross-sectional study conducted in Wonosobo Regency, Central Java, in 2019. A total of 290 children under two years old was selected for this study. The dependent variables were motor development, language development, and social personal development. The independent variable was anemia. The data of anemia was based on the results of hemoglobin levels examination using the Hemocue technique. The measurement of developmental status was measured using Developmental Milestone Checklist II. The data were analyzed using Chi-square test. Results: Most of the children under two years old had anemia (69.3%), experienced motor development problems (27.6%); language development barrier (11.0%), and experiencing barriers to personal social development (68.3%). This study showed that anemia was not related with motor development, language development, and social personal development, and there were not statistically significant. Conclusion: There is no relationship between anemia among children under two years old and the three aspects of child development in Wonosobo Regency, Central Java, Indonesia Keywords: anemia, development, children, children under two years old Correspondence: Hadi Ashar. Research and Development Center for Health Magelang, Central Java, Indonesia. Email: hdi.gaki@gmail.com. DOI: https://doi.org/10.26911/the7thicph.03.18
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Aririguzo, Lynda C., Kimberly Lopez, and Cary Cain. "“He’s Not Too Young”: Empowering Parents in Child Language Development Through UpWORDS, A Parenting Education Program." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.72.

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Badilla Quintana, María Graciela, and Arthur M. Glenberg. "USING EMBRACE TECHNOLOGY FOR ENGLISH LANGUAGE LEARNING IN CHILE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0525.

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Reports on the topic "Language in child development"

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Graham, Andrea. Language development and visual-motor integration in the preschool child. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3157.

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Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.70.

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Frye, Sallie. A beginning investigation into the language development of the deaf child compared to that of the hearing child: some problems and solutions in data collection. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1267.

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Araujo, Maria Caridad, Marta Dormal, and Norbert Schady. Child Care Quality and Child Development. Inter-American Development Bank, February 2017. http://dx.doi.org/10.18235/0000664.

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Herbst, Chris, and Erdal Tekin. Child Care Subsidies and Child Development. Cambridge, MA: National Bureau of Economic Research, November 2008. http://dx.doi.org/10.3386/w14474.

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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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DEPARTMENT OF THE ARMY WASHINGTON DC. Personal Affairs: Child Development Services. Fort Belvoir, VA: Defense Technical Information Center, July 1997. http://dx.doi.org/10.21236/ada402772.

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Andrew, Alison, Orazio Attanasio, Raquel Bernal, Lina Cardona Sosa, Sonya Krutikova, and Marta Rubio-Codina. Preschool Quality and Child Development. Cambridge, MA: National Bureau of Economic Research, August 2019. http://dx.doi.org/10.3386/w26191.

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Rubio Codina, Marta, Sonya Krutikova, Lina Cardona Sosa, Raquel Bernal, Orazio Attanasio, and Alison Andrew. Preschool quality and child development. The IFS, September 2019. http://dx.doi.org/10.1920/wp.ifs.2019.1923.

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