| dc.description.abstract | Early language development is critical for a child’s language and overall development. Strong language skills provide the foundation for communication, social interaction, learning and future academic success. Language development in children is a dynamic process that occurs in stages, influenced by a combination of biological, cognitive, and environmental factors. This study examines the impact of parental support on the language development of children aged 2 to 5 years and explores whether having siblings moderates this relationship. Data were drawn from the Dutch YOUth Baby & Child cohort, specifically from the ‘Around 3’ measurement wave. The sample included 650 children (M = 3.75 years, SD = 0.77) and their parents. Language development was measured using the Peabody Picture Vocabulary Test (PPVT-III-NL), and parental support was assessed using the CECPAQ questionnaire. A regression analysis and two moderation analyses were performed to examine the relationship between parental support and language development, and whether this relationship was moderated, first by the presence of siblings (yes/no) and, second by the number of siblings. No significant relationship was found between the amount of parental support and language development in children aged 2 to 5, nor a moderating effect of siblings. The lack of effect could, among others, possibly be explained by the complexity of language development, the exclusive focus on receptive language and/or the omission of sibling factors such as sibling age gaps. Therefore, further research on these associations is needed. By understanding how parental support and siblings influence language development, parents can be better informed on how to support their children’s language development, and it enables the development of effective interventions that promote children’s language development and therefore their overall academic achievement and social success.
Keywords: parental support, language development, (number of) siblings, YOUth Baby & Child, regression, moderation | |
