Influences of Socioeconomic Status on Children's Language experience and development: Education Research Paper

Children Language
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Influences of Socioeconomic Status on Children's Language experience and development
Infants' language development and enhancement of their communication skills is due to the variability of socioeconomic statuses. According to Schwab and Lew‐Williams (2016), children from low socioeconomic families experience slow language growth compared to those from higher socioeconomic families. Based on this research, the parent's language did affect the child's language development: children from higher social statuses heard over 45 million words on average compared to children from low-income families who heard 13 million words (Schwab & Lew‐Williams, 2016). Children's language environment, therefore, played a significant role in their language growth and experiences. Children from low socioeconomic backgrounds have limited language skills and development. This study identified parental interventions are the key determinants of this underdevelopment among children.
McGillion et al. (2017) associate responsive parenting with positive early child language development. For instance, the children between 11 and 18 whose parents often engaged in contingent talks learned more vocabulary. Using eleven‐month‐old infants (N = 142), the study realized a positive influence of the contingent speech on the children's language development. However, the child's communication was not directly linked with socioeconomic status. Merz et al. (2020), on the other hand, argued that disparities in children's language and their language experiences were brought by socioeconomic factors, including family income, parental education that in turn affected the brain's performance. Through a socioeconomically diverse sample, the study deduced that the more educated parents in terms of their hourly word count, the more developed a child's language (Merz et al., 2020). Therefore, socioeconomic differences could partially explain children's language experience and their reading skills related to their brain's performance. This goes on at different paces depending on the parent’s intervention abilities.
Perkins et al. (2013) post that chronic poverty influences children's language development. Low socioeconomic status impacts mental and physical health hence would affect the brain's development. Poverty, in this case, would affect the brain's functionality and, ultimately, the language development outcome. Economic stress influences parenting practices, the child's environment, and language processing development (Perkins et al., 2013. Another quantitative, descriptive-explanatory study suggested that socioeconomic status determined by education, occupation, and income level affects children's language development (Piccolo et al., (2016). Such socioeconomic factors contributed to malnutrition, stress, and stunted interaction, negatively affecting the brain's functionality. The study concluded that socioeconomic status influe...