Language Development and Children Born Prematurely<\/p>\n
Table of Contents<\/p>\n
Abstract\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20261<\/p>\n
Chapter 1<\/p>\n
Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20262<\/p>\n
Chapter 2<\/p>\n
Literature Review\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20264<\/p>\n
Chapter 3<\/p>\n
Methods\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20269<\/p>\n
Chapter 4<\/p>\n
Results\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202613<\/p>\n
Chapter 5<\/p>\n
Discussion\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.21<\/p>\n
References\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202624<\/p>\n
Appendices\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 26<\/p>\n
Abstract<\/p>\n
The study was conducted with children that were born prematurely that display language delays. A language delay is a communication disorder that occurs in children that are born prematurely. Children with language delays have difficulty communicating with others as their speech can be affected in various ways. Four students, preschoolers, all boys ages 3 & 4 years of age were assessed using two assessment tools, the ASQ-3 and the Oral Language Rating Scale to measure their language skills, both receptive and expressive as well as their cognitive, social-emotional and physical development skills. Parents were also part of the study as they provided in-depth qualitative interviews where they shared information relating to their child being born prematurely and how their language skills were affected. The primary focus was to determine if teacher-child interactions enhance language, does peer-peer engagement increase language and will reading, singing, communicating with others produce positive language outcomes. <\/p>\n
Introduction<\/p>\n
Children that are born prematurely develop many different illnesses and delays due to being <\/p>\n
born earlier than expected. Delays can consist of language, cognitive, social-emotional or <\/p>\n
physical development that can interfere with a child\u2019s growth. A language delay is a <\/p>\n
communication disorder that occurs in children that are born prematurely, have cerebral palsy or <\/p>\n
a child who is autistic. Children with language delays appear to have difficulty communicating <\/p>\n
with others as their speech has been affected. Language delays prevent children from being <\/p>\n
understood when using spoken language as they attempt to articulate and convey a message to <\/p>\n
the listener. <\/p>\n
Common symptoms that may indicate language delays is when a child is not babbling by the <\/p>\n
age of 12 months, not talking by the age of two and poor pronunciation of simple words. Studies <\/p>\n
show that boys are more likely to experience delays than girls. Boys appear to outnumber girls <\/p>\n
when it comes to experiencing speech and language delays or being diagnosed with a speech <\/p>\n
deficit\/impairment. It is important to know that the delay may be temporary and mitigated with <\/p>\n
early intervention and speech therapy (Schreier, 2018).<\/p>\n
Several studies during the 1980\u2019s suggested a high incidence of expressive and receptive <\/p>\n
language problems, accompanied by more general developmental problems, among very low <\/p>\n
birth weight children (Van Lierde, Roeyers, Boerjan & DeGroote, 2009). The students that I <\/p>\n
have had the opportunity to observe displayed difficulty with both expressive and receptive <\/p>\n
language development. One of my students appears to have extreme difficulty expressing <\/p>\n
himself and he sometimes become angry and lashes out at others. There have been other studies <\/p>\n
conducted that have shown how premature births have affected their language development. It is <\/p>\n
presently known that up to the age of 2 the most affected language component is speech and that, <\/p>\n
between 3 and 12 years old, the language development of all preterm born children (regardless <\/p>\n
the prematurity category) is delayed or compromised (Felix, Santos & Benitez-Burraco, 2017).<\/p>\n
Cognitive development refers to reasoning, thinking, and understanding. Cognitive <\/p>\n
development is important for knowledge growth. In preschool and kindergarten children are <\/p>\n
learning questioning, spatial relationships, problem-solving, imitation, memory, number sense, <\/p>\n
classification and symbolic play (Louis, 2021). Examples of children developing cognitive skills <\/p>\n
are when they begin to ask a lot of questions, especially \u201cwhy\u201d questions. Children begin to <\/p>\n
make friends and maintain friendships. They start to understand concepts; like bigger and taller. <\/p>\n
Social-emotional development provides the foundation for how we feel about ourselves and <\/p>\n
how we experience others. This foundation begins the day we are born and continues to develop <\/p>\n
throughout our lifespan (Reinsberg,,n.d) Social-emotional development entails taking turns, <\/p>\n
becoming independent in following routines, interacting with peers, engaging in meaningful <\/p>\n
relationships with others and developing positive self-image. <\/p>\n
During this school year I have observed four children that are in my class that have a speech <\/p>\n
delay as well as physical development and cognitive delays. The speech delays consist of poor <\/p>\n
pronunciation, poor articulation and one student only says a few words. As I have observed the <\/p>\n
students for several months, only boys at this time, I have become intrigued with finding out the <\/p>\n
causes of their speech delay. I have noticed during my observations and speaking with and to the <\/p>\n
students there appears to be a huge amount of frustration when they cannot get their thoughts, <\/p>\n
wants or needs across to the teachers, classmates and parents. <\/p>\n
Caregivers play a very important role as they care for and interact with their children on a <\/p>\n
daily basis. One set of factors that have been proposed to play an important role in children\u2019s <\/p>\n
early language development is the quality of early mother-child interactions. Compared with <\/p>\n
older mothers, teenage mothers tend to provide their children with less verbal stimulation, are <\/p>\n
less warmly affectionate and behave in a more intrusive and less sensitive way towards their <\/p>\n
children (Keown, Woodward & Field, 2001). Why is it so difficult for teenage mothers to <\/p>\n
interact and engage with their children to enhance language skills? What information is available <\/p>\n
for parents to help children recognize and support their child\u2019s language development? <\/p>\n
This topic of language development and children born prematurely is important to me because <\/p>\n
this is the first time in my teaching career that I have so many children with a speech delay. It <\/p>\n
concerns me to see children trying to convey a message to others and not being able to do so. I <\/p>\n
believe that it is vital that all children have the ability to communicate with others as they grow <\/p>\n
and develop. It is also important for me to learn and understand how and why children\u2019s <\/p>\n
language is affected in a variety of ways. What causes language delays? How can they be <\/p>\n
prevented? What measures can be provided to support language development in young children.<\/p>\n
The purpose of the research is to investigate the causes of why children develop language <\/p>\n
delays and why their ability to communicate with others is affected. Children develop language <\/p>\n
delays at different times and for different reasons. I want to be an important factor in helping my <\/p>\n
students develop their language skills as I work closely with parents and possibly a speech <\/p>\n
therapist that will work diligently to provide students will the help that they need. As an educator <\/p>\n
I find it most helpful and rewarding when everyone is working towards the same goal to meet the <\/p>\n
students\u2019 needs and to help them develop and enhance their communication skills. <\/p>\n
Literature Review<\/p>\n
Language development is the process by which children begin to understand and <\/p>\n
communicate language. Language development is a slow process that starts during early <\/p>\n
childhood, allowing children to grasp the spoken word and communicate. Language <\/p>\n
development is a higher level cognitive skill involving audition and oral abilities in humans to <\/p>\n
communicate verbally individuals\u2019 wants and needs (Rudd & Kelly, 2011). The beginning of <\/p>\n
language development starts with sounds, gestures and then words and sentences. Language <\/p>\n
development can be supported by speaking with children and engaging in back and forth <\/p>\n
exchange of words. Language development can also be supported by exposing children to songs, <\/p>\n
finger plays, listening to and recalling stories. When there is a consistent exposure to language, <\/p>\n
children will gain the ability to express themselves which will allow for them to effectively <\/p>\n
communicate with others. Engaging with children and allowing time for them to develop their <\/p>\n
language skills will create children that will be able to express themselves while expressing their <\/p>\n
wants and needs.<\/p>\n
Previous research indicates considerable stability in children\u2019s language development from 20 <\/p>\n
months to 8 years, suggesting that the quality of language development during the first two years <\/p>\n
of life predicts development of language functioning throughout childhood. Children born <\/p>\n
moderately preterm are at increased risk for receptive and expressive language functioning, and <\/p>\n
they may need specific support or interventions. Early detection of difficulties and potential risk <\/p>\n
of problems of language development can enable a focused design and implementation of <\/p>\n
intervention programs aimed at preventing further problems in language (Snijders, Bogicevic, <\/p>\n
Verhoeven, van Baar, 2020).<\/p>\n
Language Development and Children Born Prematurely <\/p>\n
A premature infant is a child born before 37 weeks of gestation. Children that are born <\/p>\n
prematurely face an uphill battle when they are born earlier than 37 weeks. They can experience <\/p>\n
many delays in their development which may include language, physical, cognitive and social-<\/p>\n
emotional delays. There are areas of their development that can be affected which are expressing <\/p>\n
themselves, difficulty making sounds and understanding questions or commands. For the first <\/p>\n
months of a newborn\u2019s life their auditory discrimination skills are developing in order to <\/p>\n
discriminate speech sounds in their environment from sounds that are not language based <\/p>\n
(Jannson-Verkaslo et al. (2010). When infants are born prematurely, phoneme discrimination <\/p>\n
skills can be affected due to the lack of neural development. The lack of neural development can <\/p>\n
cause the premature infant to inadequately discriminate between speech sounds and non-speech <\/p>\n
sounds, therefore delaying the process of language development (Jannson-Verlaslo et al. (2010). <\/p>\n
Language Development and Cognitive Development<\/p>\n
When children are in the early stages of learning language their cognitive development can <\/p>\n
be compromised when they are born prematurely, experienced a traumatic brain injury, <\/p>\n
developed cerebral palsy or if they are autistic. Premature children present more often than <\/p>\n
children born at term with neurological problems that include severe neurological handicaps, <\/p>\n
such as cerebral palsy or severe retardation, or more subtle cognitive impairments. Studies on <\/p>\n
medium and long term outcomes have shown 50-70% of very low birth weight (VLBW) and <\/p>\n
extremely low birth weight (ELBW) infants, even in the absence of major disabilities, have <\/p>\n
learning difficulties, attention-deficit\/hyperactivity disorder, specific neuropsychological deficits, <\/p>\n
and behavioral problems (Caravale, Tozzi, Albino & Vicari, 2004). <\/p>\n
Developing language is a vital skill for children to acquire, that will help them with their <\/p>\n
thinking process and assist them with organizing their thoughts. In order to develop and enhance <\/p>\n
cognition children must be able to explore, figure things out and problem solve on their own. <\/p>\n
Children can be supported by caregivers\/teachers talking to them, naming objects, reading and <\/p>\n
singing, exposing them to puzzles, books and allowing them to explore the environment around <\/p>\n
them as they move around freely.<\/p>\n
Expressive Language<\/p>\n
Expressive language is a condition that impacts the ability to use language. Children with this <\/p>\n
disorder understand what others are saying, however they have a difficult time expressing their <\/p>\n
own ideas and thoughts when they communicate with others. Several studies during the 1990\u2019s <\/p>\n
suggested a high incidence of expressive and receptive language problems, accompanied by <\/p>\n
more general developmental problems, among very low birth weight babies. (Frazier, 2011).<\/p>\n
When children have difficulty expressing themselves they experience challenges, putting their <\/p>\n
words together to express their thoughts, wants and needs. <\/p>\n
Expressive language differs from one child to the next as they each development differently. <\/p>\n
Some children may experience articulation issues, trouble pronouncing words or have very <\/p>\n
limited speech. Experiencing expressive language delays can result in children not being able to <\/p>\n
express themselves clearly to others. Language and the expression of such is a difficult term to <\/p>\n
describe because it has vast connection with the children\u2019s developmental skills, education and <\/p>\n
experience. In essence it is about describing how one learns language and learns how to express <\/p>\n
him\/herself through language, including body language and facial expressions (Frazier, 2011).<\/p>\n
Receptive Language<\/p>\n
Receptive language is a condition that impairs the ability to understand what is being said. <\/p>\n
Studies have shown that between three and five per cent of children have a receptive or <\/p>\n
expressive language disorder or a mixture of both. Receptive language disorder is also known as <\/p>\n
a language comprehension deficit. (Frazier, 2011). Children that experience receptive language <\/p>\n
disorder may display issues with being able to follow commands when given by others. Their <\/p>\n
ability to comprehend what is being said and what is going on around them is difficult for many <\/p>\n
children.<\/p>\n
I have observed on several occasions where my students have been unsuccessful at <\/p>\n
following simple two steps instructions due to not being able to understand what is being <\/p>\n
communicated to them. There were times when I thought that there may have been an <\/p>\n
impairment with their hearing. Both receptive and expressive language is important to <\/p>\n
understanding a child\u2019s overall language skills. While expressive language refers to the child\u2019s <\/p>\n
ability to produce language, receptive language refers to the child\u2019s ability to comprehend <\/p>\n
language (Frazier, 2011).<\/p>\n
Causes of Language Developmental Delays & Risk Factors<\/p>\n
There are a multitude of reasons why a child may experience language delays. They range <\/p>\n
from autism, premature birth, attention disorders, hearing or vision impairments and traumatic <\/p>\n
brain injury. Language delays in children have many possible causes. It is common for children <\/p>\n
who have a hearing impairment to have a language impairment as well. If they cannot hear <\/p>\n
language, learning to communicate can be difficult. While not all children with autism have <\/p>\n
language delays, autism frequently affects communication (DePietro, 2017). There have also <\/p>\n
been some risks factors that can impede on a child\u2019s language development. According to the <\/p>\n
U.S. Preventive Services Task Force, potential risk factors for speech and language problems <\/p>\n
include being a male, being born prematurely, having a low birth weight, having a family history <\/p>\n
of speech or language problems and having parents with lower levels of education (DePietro, <\/p>\n
2017).<\/p>\n
Language Development and Parent Interaction<\/p>\n
Children that are born to teenage mothers are at a higher risk of experiencing language <\/p>\n
development issues. Children born to teenage mothers also develop language delays due to the <\/p>\n
mother\u2019s lack of education, socio-economic status and being a single parent. There is evidence <\/p>\n
to suggest that associations between teenage motherhood and language and school achievement <\/p>\n
problems may persist even after adjustments factors, such as socio-economic status and <\/p>\n
marital status (Keown, Woodward & Field, 2001). The lack of interactions between babies and <\/p>\n
teenage mothers contributed to poorer language comprehension and poorer expressive language. <\/p>\n
Research has shown the importance of parent-child interactions which is so important in a child\u2019s <\/p>\n
language development stages (Keown, Woodward & Field, 2001).<\/p>\n
Teenage mothers can enhance and help develop their child\u2019s language by talking to them, <\/p>\n
making eye contact, singing and reading to them on a consistent basis beginning in the early <\/p>\n
years of life. Teenage mothers tend to provide their children with less verbal stimulation, are <\/p>\n
less warmly affectionate and behave in a more intrusive and less sensitive way towards their <\/p>\n
children. Findings clearly raise the possibility that apparent linkages between teenage <\/p>\n
motherhood and child language outcomes may be mediated by parenting behaviors and practices <\/p>\n
that are associated with both early childbearing and elevated risks of child language delay during <\/p>\n
early childhood (Keown, Woodward & Field, 2001).<\/p>\n
Children can benefit in positive ways when both parents are involved in their language <\/p>\n
development. Both parents have different ways that they interact and engage with their child <\/p>\n
as they are developing language, cognitive and social-emotional skills. It is important and <\/p>\n
valuable to have mothers and father working together to insure that their child is achieving age <\/p>\n
appropriate skills. The possible influence of both mothers and fathers may be especially <\/p>\n
important when children are very young and acquiring cognitive, language and social skills that <\/p>\n
undergird later development. Language develops in the context and interactions and has roots in <\/p>\n
the early interactions of children and caregivers (Pancosfar & Vernon-Feagans, 2006). <\/p>\n
Teacher-Child Interactions<\/p>\n
In the early childhood classroom, it is important for positive teacher-child relationships to <\/p>\n
form in order to develop a child\u2019s language and cognitive skills. When children are exposed to <\/p>\n
hands on activities, vocabulary and language both their receptive and expressive language can <\/p>\n
develop. Vocabulary is critical for children to develop language, literacy, and communication in <\/p>\n
their early years. Children with poor language skills, particularly in terms of poor receptive <\/p>\n
language, are likely to have low school readiness and at risk for subsequent academic problems <\/p>\n
(Yang, Shi, Lu and Huang, 2021). Teachers will observe and interact with students to develop <\/p>\n
long and short term goals as they help to increase student\u2019s language, cognitive and social-<\/p>\n
emotional skills. It is important for teachers to meet the students where they are and increase <\/p>\n
their language skills by allowing students to talk, sing, interact with others and engage in their <\/p>\n
interest. <\/p>\n
Methods<\/p>\n
Participants and Setting<\/p>\n
The study consisted of four children (boys only) ages three to four years of age that are of <\/p>\n
African American descent. All of the students are currently attending a nonprofit Head Start <\/p>\n
program located in Bedford Stuyvesant, Brooklyn. All of the students are enrolled in a full- day <\/p>\n
Universal Pre-K program (Pre-K for All) 5 days a week (7:30am-5:30pm) where I am the lead <\/p>\n
teacher. All of the children are second year students that attended the program last year via Zoom <\/p>\n
and two days of in person instruction during Covid-19. The families are of low to middle <\/p>\n
socioeconomic status. Three of the families\u2019 primary language is English, with the exception of <\/p>\n
one family that speaks English and Creole only in the home. One of the children has poor <\/p>\n
articulation making it difficult to understand what he is trying to communicate. Two children <\/p>\n
have poor pronunciation which makes it difficult to understand what they are saying. Another <\/p>\n
child uses very little language, as he only says, hi, bye and pee. Having limited language, he <\/p>\n
does not speak in complete sentences therefore, he has difficulty communicating as he uses <\/p>\n
gestures, creates sounds and points to whatever he wants. <\/p>\n
Parents (mothers) between the ages of 21-35 of African American descent will participated in <\/p>\n
the study by completing a short survey prior to the parent interview. The parents participated <\/p>\n
in a qualitative interview via a Zoom meeting, telephone call, and a home visit. The open ended <\/p>\n
questions will pertain to the children language, cognitive, and social emotional development. <\/p>\n
Two of the four mothers are currently unemployed and only one of the mothers has completed <\/p>\n
high school and another mother has earned a college degree. One parent works part time and <\/p>\n
attends a community college. Both parents of all the children live together and only one couple is <\/p>\n
married. The study took place in the classroom, the gross motor room, in the home and in the <\/p>\n
playground during in climate weather.<\/p>\n
The students\u2019 previous teachers completed a quantitative questionnaire to be completed online <\/p>\n
or a hard copy version to share their responses that will reflect the students\u2019 abilities from their <\/p>\n
own perspectives. The questionnaire will only consist of ten short questions. I have worked with <\/p>\n
the previous teachers for several years and I feel confident that they will be objective and <\/p>\n
respond to the questions with details that will provide me with information that can help me <\/p>\n
understand the children\u2019s abilities and limitations. <\/p>\n
Recruitment<\/p>\n
During the initial intake the family worker and the teacher observed the children and noticed <\/p>\n
that the children\u2019s language was impaired as it was difficult to understand what they were <\/p>\n
saying. There was also some evidence of possible physical development and cognitive delays. <\/p>\n
The parents of the students were then informed of the study and asked if they would like <\/p>\n
for their child to participate. After speaking with the parents the family worker emailed and <\/p>\n
mailed information to the parents explaining the details of the study. If the parents decided that <\/p>\n
they wish for their child to participate in the study, they would be asked to complete a consent <\/p>\n
form giving their permission. Parents will also be informed that any information received during <\/p>\n
the study will be confidential. If parents and teachers agree to participate in the study they will <\/p>\n
also be asked to complete a consent form. <\/p>\n
Procedures<\/p>\n
The children were observed throughout the day as they interacted and engaged in <\/p>\n
conversations with their classmates and teachers. Each child was observed once a week, <\/p>\n
for an hour beginning in March 2022 for four weeks for an hour in the classroom, gross motor <\/p>\n
room or at the playground, weather permitting. As the observations were taking place I had the <\/p>\n
opportunity to be an active participant observer while taking running notes and engaging in <\/p>\n
conversation with the students. The students were encouraged to use language to communicate <\/p>\n
and express their thoughts, wants and needs with their classmates and teachers. There were <\/p>\n
occasions when I was a passive observer allowing the students to engage in conversations with <\/p>\n
their classmates as I recorded detailed anecdotal notes. I took pictures, video and audio taped the <\/p>\n
children while engaged in conversation and interactions with each of them. I audio taped the <\/p>\n
children during different portions of the day in order to compare and contrast when the students <\/p>\n
use the most language and not just during the observations. <\/p>\n
When interviewing parents, I was hopeful that I could interview both parents to provide me <\/p>\n
the opportunity to get each of their perspective relating to their child\u2019s all around development. I <\/p>\n
posed a variety of open ended questions to the parents pertaining to their child being born <\/p>\n
prematurely and the parents were given the choice to answer or abstain. My objective was to <\/p>\n
hopefully make the parents feel at ease and comfortable enough to be willing to share <\/p>\n
information with me. The parents and I agreed on a time that was convenient for everyone. The <\/p>\n
parents were given the option of having a Zoom interview meeting, home visit or telephone call<\/p>\n
interview due to Covid-19 restrictions. For confidentiality purposes I used pseudonym names to <\/p>\n
conceal the children, parents and teacher\u2019s identities.<\/p>\n
The children\u2019s previous teachers were also asked to participate in the study by completing a <\/p>\n
questionnaire consisting of ten questions relating to the student\u2019s language, cognitive and social <\/p>\n
emotional development during the previous school year. There was also a section in the <\/p>\n
questionnaire where the teachers could write down any other valuable information that they think <\/p>\n
was important to my research study. The teachers were asked to complete the questionnaire <\/p>\n
as a hard copy or online. A date was determined on when the questionnaire should be <\/p>\n
returned. <\/p>\n
Measures<\/p>\n
As I began to observe my students I conducted my observations by taking running records <\/p>\n
and anecdotal notes of the students while they are engaged in various hands on activities with <\/p>\n
teachers and classmates. I used an audio device as I record conversations between my students, <\/p>\n
their classmates, my co-teacher and I. Video assessment was also used to record the students as <\/p>\n
they engage with their classmates in conversations and interactions at different intervals of the <\/p>\n
day. At the conclusion of the research I will be able to compare my findings from when I began <\/p>\n
the observations and when I concluded them. I will also be able to determine if there is <\/p>\n
observable evidence that there has been a change or improvement in the student\u2019s language. I <\/p>\n
conducted an assessment of my students using the Oral Language Rating Scale tool to measure <\/p>\n
their receptive and expressive language skills and abilities and the ASQ-3 questionnaire.<\/p>\n
Parents completed the Ages and Stages Questionnaire ASQ-3 (36, 42 & 48 months) <\/p>\n
according to their child\u2019s chronological age, prior to participating in the interview. The teacher <\/p>\n
also completed the ASQ-3 with all four of the children. After having the opportunity to review <\/p>\n
and analyze the data from the ASQ-3 survey it gave me insight on my students from the parent\u2019s <\/p>\n
perspective. <\/p>\n
Parents participated in a qualitative interview as they shared information with me relating to <\/p>\n
their child\u2019s premature birth and their language development. The parents were all asked to share <\/p>\n
information to the following questions; How old were you when you gave birth to your baby? <\/p>\n
What was the gestational age of your baby when he\/she was born? How long did your child stay <\/p>\n
in the hospital? At what age did you observe that your child was not speaking or not speaking <\/p>\n
clearly? What were your thoughts when it appeared that your child did not reach his\/her <\/p>\n
language milestones? Were you able to speak with the pediatrician about any concerns that you <\/p>\n
had? (Please elaborate) Parents will be encouraged to share any information pertaining to their <\/p>\n
child that was not discussed during the interview. Parents will be reassured that any information <\/p>\n
that is shared will be kept in confidence. <\/p>\n
. The children\u2019s previous teachers were asked to complete an online or hard copy <\/p>\n
questionnaire which will consist of ten questions pertaining to the students\u2019 language, social-<\/p>\n
emotional and cognitive development. After completing the questionnaire, the teachers will have <\/p>\n
the opportunity to share any information that they feel may be vital information to support their <\/p>\n
responses to questionnaire. <\/p>\n
Results<\/p>\n
I\u2019m presenting my action research on language development and children who were born <\/p>\n
prematurely. Then I will present themes that the children displayed through assessments, <\/p>\n
observations and through parent interviews. Assessments were conducted to assess the children\u2019s <\/p>\n
receptive and expressive language skills using the Oral Language Rating Scale. The Ages and <\/p>\n
Stages Questionnaire was administered by the teachers and parents to assess the children\u2019s<\/p>\n
communication, gross and fine motor, problem solving and personal-social skills. Through <\/p>\n
observations I will discuss children\u2019s engagement, excitement, inquisitiveness, curiosity and <\/p>\n
their use of language. I will also share the views that several mothers shared through qualitative <\/p>\n
semi-structured interviews via Zoom meetings, telephone call and a home visit. <\/p>\n
The quantitative data that I collected was the through the use of the Ages and Stages <\/p>\n
Questionnaire (ASQ-3) and the Oral Language Rating Scale. Both of these assessment tools <\/p>\n
helped me determine how well the children were able to understand when spoken to and to be <\/p>\n
able to convey messages to others through communication. As I began to analyze the data, it <\/p>\n
showed me how the children were performing relating to their language, gross and fine motor, <\/p>\n
cognitive and physical development skills. When the results were shown, a true finding was <\/p>\n
demonstrated of how the children are doing. Although all of the children were born prematurely <\/p>\n
and at different gestation periods, they each display different results on understanding language <\/p>\n
and being able to verbalize effectively. When data was collected by both parents and the teacher <\/p>\n
there were instances when the numbers were not the same or telling a true story of the child. The <\/p>\n
teacher was able to collect and score data with an objective outlook while several of the parents <\/p>\n
used a subjective way of scoring their child. When deciding to have the parents score the <\/p>\n
questions I had a preconceived idea that the parent\u2019s numbers would be higher than my numbers. <\/p>\n
The qualitative data that I collected was through observations of the students in the classroom, <\/p>\n
gross motor room and the neighborhood playground. Within the classroom setting I observed the <\/p>\n
students involved in various interactive, age appropriate, hands-on activities. As I conducted <\/p>\n
running notes and anecdotal notes I observed to see if teacher-child interactions enhanced <\/p>\n
language, peer-peer engagement increase language and would reading stories, singing, <\/p>\n
communicating with others produce positive language outcomes. My objective was to conduct <\/p>\n
semi-structured interviews with the mothers of the students that I had the opportunity to <\/p>\n
observe over a period of a month. It was enlightening to have the opportunity to speak with the <\/p>\n
mothers that were from different backgrounds, different ages and experienced different issues <\/p>\n
with their baby. The fact that the mothers opened up to me, helped me to learn more about <\/p>\n
children that are born prematurely and how they may encounter delays and health issues along <\/p>\n
the way. <\/p>\n
While conducting the observations of the four students their behavior was not an issue as they <\/p>\n
were well behaved children. Prior to the observations the students played well together, they <\/p>\n
engaged with one another on a continuous basis. All of the students have been in the same <\/p>\n
classroom setting for several months and have adapted to the classroom environment, rules, <\/p>\n
routines, the teachers and their classmates. As the observations proceeded the children\u2019s behavior <\/p>\n
was age appropriate for children who are three and four years of age. The older children would <\/p>\n
demonstrate great care for the younger children which helped them get along so well. <\/p>\n
My findings through the many classroom observations helped me to identify some common <\/p>\n
themes that the students displayed during their interactions and engagement with the teachers <\/p>\n
and classmates. The students showed excitement when involved in some of the activities. There <\/p>\n
was a bubble activity that stands out to me as there were several responses that were displayed <\/p>\n
during the small group activity. I had the opportunity to see RB engaging with bubbles for the <\/p>\n
first time and he seemed unsure of what to do. After watching the other classmates, he became <\/p>\n
engaged. He and LM were inquisitive as they touch, smelled and gazed at the bubbles. I feel that <\/p>\n
having hands-on experience for young children will promote how they approach an activity and <\/p>\n
helps them to remember and recall the experience. I also observed that there was an abundance <\/p>\n
of language being communicated during activities, large and small group time and when music <\/p>\n
and movement was incorporated into the day, although their speech was unclear and difficult to <\/p>\n
understand. The main focus or objective was to encourage the children to use language in hopes <\/p>\n
of developing their language and cognitive skills.<\/p>\n
My personal feelings relating to my topic is one of great concern. As an educator I feel that all <\/p>\n
children should have or gain the ability to be able to speak and successfully communicate with <\/p>\n
others as they share their own thoughts. When I see children getting frustrated because they are <\/p>\n
not being understood and having to be asked several times to repeat what they have said upsets <\/p>\n
me. I have observed in past experiences where children will shut down and not speak for fear of <\/p>\n
not being understood. It is so sad and disturbing when there is help available for students with <\/p>\n
language delays and some parents do not seek help right away or when it is too late. I have seen <\/p>\n
on many occasions where early intervention could have helped a child but instead the parent(s) <\/p>\n
decide that their child does not need help. In my teaching experience I have seen so many <\/p>\n
children fall through the cracks or they are misdiagnosed and spend an entire year without <\/p>\n
any services. It is so important for parents to be supported and informed about the different <\/p>\n
services that are available to them and their child. <\/p>\n
Assessments<\/p>\n
Ages and Stages Questionnaire (ASQ-3)<\/p>\n
The Ages and Stages Questionnaire (ASQ-3) was administered by the teacher as well as the <\/p>\n
student\u2019s mothers. The mothers were asked to complete the ASQ-3 according to their child\u2019s <\/p>\n
age in months as objectively as they could. The questionnaire focused on the child\u2019s<\/p>\n
communication, gross motor, fine motor, problem solving and personal-social skills. The ASQ-3 <\/p>\n
was administered to make comparisons on how the teacher sees the students in the school <\/p>\n
environment and how the parents see the students in the home environment. <\/p>\n
According to the ASQ-3 results relating to communication skills, students 1(TG) & 4(RB), <\/p>\n
were within the same range according to the result of the teacher and parent scoring. It was <\/p>\n
evident according to the teacher and parent\u2019s results there was not a big difference in what <\/p>\n
they observed. The results for student\u2019s 2(NS) & 3(LM) indicated that there was a substantial <\/p>\n
difference in the numbers that were recorded by the teacher and the parent according to the <\/p>\n
results of their communication skills. (See Fig. 1)<\/p>\n
According to gross motor skills the results for student 2(NS) & 4(RB) indicated that the <\/p>\n
teacher and parents had a difference in the scores which shows that the parent\u2019s numbers were <\/p>\n
much larger. Students 1(TG) & 3(LM) show that both teachers and parents scored the students <\/p>\n
the same according to results. (See Fig. 2) <\/p>\n
Students fine motor skills were assessed and the results show a significant difference in the <\/p>\n
numbers according to the results of the teacher and parent\u2019s assessment. Students 1(TG) & <\/p>\n
3(LM) results show that the teacher\u2019s numbers were larger than the parent. Student 4(RB) results <\/p>\n
indicated that the teacher did not observe any fine motor skills while the parent\u2019s results show <\/p>\n
that she observed a small amount of fine motor skill. (See Fig. 3)<\/p>\n
When assessing problem solving skills for each student the results show that student 1(TG) <\/p>\n
results measured out to be the same when both the teacher and parent assessed the skill. Whereas <\/p>\n
student 2(NS) parent results measured much higher than the teacher after the skill was assessed. <\/p>\n
Student 3(LM) results indicated that the student scored higher after the teacher and parent <\/p>\n
assessed the skill. Student 4(RB) results were within the same range when their problem skills <\/p>\n
were assessed by the teacher and parent. (See Fig. 4) <\/p>\n
After assessing the personal-social section of the ASQ-3 there was no sufficient difference <\/p>\n
between the teacher and parent\u2019s results for students 1(TG), 2(NS) & 3(LM). Student 4(RB) <\/p>\n
results displayed that the parent numbers were more than half of the teacher\u2019s results. (See Fig. <\/p>\n
5)<\/p>\n
Oral Language Rating Scale<\/p>\n
The student\u2019s language\/communication skills were assessed using the Oral Language Rating <\/p>\n
Scale. The student\u2019s receptive and expressive language skills were assessed. When assessing the <\/p>\n
student\u2019s language\/communication skills the teacher observed the students while they were <\/p>\n
engaged in a variety of activities throughout the school day. After the assessment was <\/p>\n
completed the results indicated that all of the student\u2019s receptive language was stronger than <\/p>\n
their expressive language. Student 1(TG) displays the highest score in both receptive and <\/p>\n
expressive language. Student 4(RB) displayed the lowest score in both receptive and expressive <\/p>\n
language skills. (See Figure 6) Although the students scored much better\/higher with their <\/p>\n
receptive language skills, through observations half of the students had some difficulty following <\/p>\n
two steps directions, while one students displayed some difficulty follow one step direction. One <\/p>\n
student was able to follow one, two, and three step directions.<\/p>\n
Observations<\/p>\n
Blowing Bubbles (Small Group Time)<\/p>\n
Four students who are between the ages of 3 & 4 were all born prematurely were part of the <\/p>\n
study. During the observations the students displayed a variety of emotions when engaged in <\/p>\n
hands on activities with teachers and classmates. During an activity that was teacher directed <\/p>\n
the students were to create bubbles. During one observation I noticed that 100% of the <\/p>\n
students displayed excitement as they began to laugh, stood up and jumped up and down. One <\/p>\n
student never had the opportunity to create or work with bubbles prior to the activity. <\/p>\n
As I observed RB engaging with the bubbles he appeared to be curious about what he should <\/p>\n
do and what was going to happen. He said, \u201cWow\u201d. He sat quietly observing his classmates for <\/p>\n
about twenty seconds and then he blew through the straw. His eyes lit up as he continued to blow <\/p>\n
through the straw and he uttered a word that appeared to sound like the word \u201cBubbles\u201d which <\/p>\n
was unclear to his classmates and the teacher. TG shared that he has bubbles at home. He said, \u201cI <\/p>\n
play with my bubbles all of the time in the backyard\u201d. He picked up his cup, placed the straw in <\/p>\n
the cup and blew as hard as he could and was able to produce an abundance of bubbles all over <\/p>\n
himself, the table and on the floor. He began to laugh as he continued to blow bubbles. He said, <\/p>\n
\u201cTake my picture please. I want to show my mommy\u201d.<\/p>\n
Outdoor Play<\/p>\n
During outside time while in the playground the student\u2019s excitement resonated through all <\/p>\n
of them. While in the playground the rules of the playground were shared with all student\u2019s in <\/p>\n
the class that were given by the teacher. While observing the students they displayed the ability <\/p>\n
to climb the jungle gym as the used alternating feet to walk up the ladder. As I continued to <\/p>\n
observe their play 100% of the students played tag with one another as they chased each other. <\/p>\n
There was laughter, screams, singing and running throughout the playground. Two of the <\/p>\n
students (TG &NS) sat on a bench and began to talk to each other. Their discussion consisted of <\/p>\n
how they are going to play a game together and who could hop around the playground the <\/p>\n
fastest.<\/p>\n
One of the students (TG) discovered ants that were crawling around a tree. As I walked over <\/p>\n
to him and continue to observe him he watched for about a minute as the ants crawled around <\/p>\n
and up the tree. He displayed how inquisitive he was by watching the ants and then picking up a <\/p>\n
stick and laid it on the ground. Another student (NS) asked why did he put the stick in the dirt <\/p>\n
and he replied \u201cSo the ants can climb on it.\u201d He called all of his classmates over to watch and see <\/p>\n
what the ants would do. A student (LM) came to watch for about thirty seconds and then walked <\/p>\n
back to the jungle gym apparatus and began to climb up the ladder. Once he reached the top he <\/p>\n
said, I\u2019m going to slide down\u201d. <\/p>\n
Music and Movement <\/p>\n
During music and movement time the children were engaged in songs and dancing activities <\/p>\n
with excitement. They each jumped up and down, twirled around and walked around the table <\/p>\n
as they called out to each other. Students sang along to a variety of songs although they could <\/p>\n
not pronounce the words correctly. They held hands as they moved their bodies to the music. <\/p>\n
They laughed, marched and wiggled their bodies. The students held hands as they formed a <\/p>\n
circle and began to move the circle to the right as they took turns counting to five. They then <\/p>\n
moved the circle to the left and took turns counting to ten. When asked why were they <\/p>\n
counting one child responded \u201cBecause we know how to count our numbers. Our teacher <\/p>\n
showed us how to count every day.\u201d Another child said, \u201cMy mommy and daddy help me count <\/p>\n
my numbers.\u201d <\/p>\n
Bilingual Lingual Birdies (Learning Mandarin) <\/p>\n
The students walked over to the storage unit and took out a mat. Each of them walked over <\/p>\n
to the designated area and sat down on their mat. One student (TG) shouted to the other students, <\/p>\n
criss cross applesauce before sitting down and folding his legs. They all began to laugh, bang <\/p>\n
their hands on the floor and leaned back until their back touched the floor making their legs go <\/p>\n
into the air. Mr. C. walked into the classroom and everyone greeted him by saying \u201cGood <\/p>\n
Morning.\u201d As new songs were being introduced to the students they listened then repeated what <\/p>\n
Mr. C. sang. Each time that Mr. C. expressed his happiness toward the children they said, <\/p>\n
\u201cThank you Mr. C.\u201d NS said, \u201cAre you happy that we are learning the songs.\u201d Mr. C. continued <\/p>\n
to praise the students. Although the children were wearing their mask it was evident that they <\/p>\n
were smiling. During the language lesson Mr. C. incorporated songs and instruments within the <\/p>\n
lesson. RB picked up a shaker, looked at it, looked at his classmates and began to shake it. He <\/p>\n
smiled, nodded his head and vigorously shook the shaker. Once Mr. C. instructed all of the <\/p>\n
students to stand as they prepared to dance, move around and play their shaker the excitement <\/p>\n
filled the room. The students jumped up and down, twirled around and continued to shake the <\/p>\n
shakers as they laughed with one another. <\/p>\n
Teacher-Child Interaction<\/p>\n
During center\/work time I observed a NS in the dramatic play area. The teacher was <\/p>\n
sitting to the side also observing the same student. NS picked up a doll baby and wrapped a <\/p>\n
blanket around her. He laid the baby in the bassinet and began singing the song Twinkle, <\/p>\n
Twinkle Traffic Light while clapping his hands. He proceeded to take out dishes, pots and pans. <\/p>\n
He began to set the table and said, \u201cI think I am going to cook spaghetti and meatballs for <\/p>\n
dinner.\u201d He looked at one of his classmates and handed her a box and said, \u201cHere is the <\/p>\n
spaghetti, do you want to cook or can I cook it.\u201d NS began to stir inside of the pot with a spoon <\/p>\n
and said, \u201cMy mommy always makes me spaghetti because it is my favorite.\u201d NS asked <\/p>\n
the teacher to come to the restaurant so she can eat some spaghetti with him and his friend. The <\/p>\n
teacher came over with a chair and sat next to the table. The student gave the teacher a plate and <\/p>\n
a food and said, \u201cYou can eat now and don\u2019t forget to eat your vegetables\u201d. The teacher asked <\/p>\n
why is it so important to eat my vegetables? The student replied, it will make you big and strong. <\/p>\n
That is what my mommy says to me all of the time. I want to be big and strong too. The teacher <\/p>\n
asked several open ended questions relating to his play to help him communicate and express his <\/p>\n
language skills. The teacher also scaffolds his play by asking questions and helping NS to build <\/p>\n
upon his language and knowledge. <\/p>\n
In Home Observation<\/p>\n
I had the opportunity to observe one of the students in his own home environment. The <\/p>\n
parent was adamant about the observation being conducted not only in the school environment <\/p>\n
but the home environment as well. The observation began as LM arrived home from school. He <\/p>\n
walked in the door and he says \u201cGood Afternoon\u201d. He then proceeds to take off his shoes. Then <\/p>\n
places them on a mat, puts on his slippers and walks into the bathroom to wash his hands. I <\/p>\n
positioned myself in a chair off to the side where I could observe as I wrote anecdotal notes. Ms. <\/p>\n
I. asked LM what he wanted for a snack and he replied, \u201cA peanut butter and jelly <\/p>\n
sandwich and some milk please.\u201d The mother began asking him how was his day and what <\/p>\n
happened in school. He began telling his mother that he ate cereal with milk and a banana. He <\/p>\n
said, \u201cIt was really good and the milk was so cold. It was yummy for my tummy\u201d as he began to <\/p>\n
laugh. While he continued to eat his sandwich he asked his mother what were they having for <\/p>\n
dinner. His mother stated that they were having spaghetti and meatballs. He said, \u201cYay that is my <\/p>\n
favorite\u201d as he rubbed his stomach. <\/p>\n
As he and his mother continued their conversation LM also told his mother about the different <\/p>\n
activities that he had engaged in while at school. He said, \u201cMommy I made a shamrock person <\/p>\n
and it was green. I gave him some wiggly eyes, a big mouth and a funny nose. It was so much <\/p>\n
fun mommy. I really love my teachers and my friends. My teacher said that we are going to hang <\/p>\n
them up in the classroom after they dry.\u201d Once he finished his sandwich and milk he stood up <\/p>\n
and picked up his cup and plate and put it in the garbage.<\/p>\n
He asked his mother if she could read a story to him. He walked to his library, picked out a <\/p>\n
book and sat on the rug and crossed his legs. He sat quietly and attentively as his mother read the <\/p>\n
story to him. After his mother finished the story she asked him to recall something that he <\/p>\n
remembers from the story. He said, \u201cThe little boy was at school and he was playing outside <\/p>\n
with his friends. He saw a big red balloon flying in the sky and he tried to catch it but he <\/p>\n
couldn\u2019t. He began to cry and his friend gave him another balloon. See mommy I remember the <\/p>\n
story, thank you for reading it to me.\u201d He put the book back on the shelf then picked up the <\/p>\n
remote and turn on the television to watch his favorite show, Cocomelon. As he watched the <\/p>\n
show he laid down on the sofa with his legs up in the air. He laughed, and smiled as he continued <\/p>\n
to watch the show. About ten minutes into watching the show he drifted off to sleep and the <\/p>\n
observation was completed.<\/p>\n
Block Play <\/p>\n
During work time I observed RB and TG in the block area. Before they engaged in block <\/p>\n
play, TG took a sheet of drawing paper that was attached to a clip board, and crayons to draw a <\/p>\n
picture. He and RB sat on the carpet, TG looked around the block area and began to draw his <\/p>\n
picture. RB sat quietly as he watched TG draw. TG said, \u201cTake a crayon and you can help me <\/p>\n
draw my house.\u201d Both of the students continued to draw together as TG talked about what he <\/p>\n
was drawing. He then asked the teacher to hang his picture on the wall in the block area. He <\/p>\n
began to build his house he said, \u201cFirst I have to make the foundation so my house won\u2019t fall <\/p>\n
down\u201d. He went over to RB and said, \u201cDo you want to help me make my house and then I can <\/p>\n
help you make a house.\u201d RB did not verbally respond because of his limited language ability. He <\/p>\n
nodded his head in a yes motion and smiled at the TG and gave him a high five. <\/p>\n
The two students began to build by placing four long rectangle blocks on the carpet. Then <\/p>\n
placed four short rectangle blocks on each corner and proceeded to add more long blocks. They <\/p>\n
continued to add blocks until they agreed that they used enough blocks to make the house. As <\/p>\n
they built the house they engaged in symbolic play by using a block and pretended that it was a <\/p>\n
hammer. As they continued to work in the block area they added cars, buildings, people and <\/p>\n
trees around the house. TG asked two of his classmates to come over to see the house that he and <\/p>\n
RB built together. He said to them, \u201cHey everybody look at my building. We made it together, it <\/p>\n
is really tall.\u201d He took his drawing off of the wall, looked at the drawing and at the house that he <\/p>\n
and RB built and said, \u201cWow we did it. Thank you.\u201d They smiled at each other, jumped up and <\/p>\n
down and then hugged one another.<\/p>\n
Parent Interviews<\/p>\n
I interviewed four mothers of the students that I observed and interacted with, via Zoom <\/p>\n
meetings, telephone calls and a home visit. Each of the mothers were willing to freely answer <\/p>\n
open ended questions that I posed to each of them at different times. As I meet with and <\/p>\n
interviewed the parents they all experienced a multitude of emotions when their child was <\/p>\n
born prematurely. One emotion that they each shared was the emotion of guilt. They <\/p>\n
expressed that they felt it was their fault that their baby was going through such turmoil <\/p>\n
because of something that they did or did not do. One hundred percent of the parent\u2019s felt <\/p>\n
overwhelmed with seeing their babies in the NICU and not knowing if their child would survive. <\/p>\n
During one of the interview, a question that related to denial, three-quarters of the parents <\/p>\n
displayed a great deal of not admitting that their child will experience some developmental <\/p>\n
delays and reach their milestones. One mother, Ms. Z. recalls:<\/p>\n
When I gave birth to my son I did not want to believe that anything was wrong <\/p>\n
with him. In my eyes he was absolutely perfect. He was my first baby and although <\/p>\n
I was young I loved my baby so much. I was only sixteen when I gave birth to my<\/p>\n
son at twenty weeks. He stayed in the hospital for almost a year. He developed a lot <\/p>\n
of issues. I cried all of the time because my baby wasn\u2019t sitting up, talking or walking<\/p>\n
for a long time. As I look back I understand now that I should have gotten help<\/p>\n
for my son years ago. I really did not know what to do and I can finally admit that<\/p>\n
I was in denial. Like other mothers I was depressed, I did not have a job and I just felt<\/p>\n
lost. Now that my son is getting services I feel so much better knowing that he is going<\/p>\n
do well, maybe even better than me. <\/p>\n
As I continued with my interview three-quarters of the mothers shared that they experienced <\/p>\n
conflict or push back from their child\u2019s father. One-quarter of the mothers had the complete <\/p>\n
opposite reaction with her husband. Ms. S. said, \u201cOther than having to work to support us <\/p>\n
my husband was always by my side helping to make the best decisions when it came to our son\u2019s <\/p>\n
health.\u201d She also mentioned a time when she went home to get more clothes and personal items, <\/p>\n
a decision needed to be made about a surgery that their child had to undergo and her husband <\/p>\n
called her immediately so that they could discuss what was best for him. Ms. S. shared that she <\/p>\n
and her husband agreed from the day their baby came into the world that they will always make <\/p>\n
decisions together as one for the goodness of their family. The fathers did not or could not attend <\/p>\n
the hospital meetings to speak with the team of doctors, nurses and other support staff that was <\/p>\n
working with their child for various reasons. There were decisions that needed to be decided <\/p>\n
upon in which the mother\u2019s wanted to always include the fathers. The mothers shared that the <\/p>\n
father\u2019s displayed uncertainty about helping to make decisions for fear of expressing the wrong <\/p>\n
thing. One mother, Ms. I. shares:<\/p>\n
When I needed his father the most he did not make himself available for doctor\u2019s<\/p>\n
visits or spend that much time with our son. I do understand that he has to work<\/p>\n
but we both have to make sure that the well-being of our son is top priority. We did<\/p>\n
not think that our child would be born early and experience so many delays. I knew<\/p>\n
that my son would experience some delays and I understood that we had to get the<\/p>\n
best help for. Early intervention played a major part in my child\u2019s life as it has helped<\/p>\n
him tremendously with his speech, physical and occupational challenges. His father<\/p>\n
remains in denial and has displayed difficulty understanding or believing that our son<\/p>\n
has challenges that he may be able to overcome with continued services and support.<\/p>\n
My next interview took place in one of the parents\u2019 home. She insisted that I interview her at <\/p>\n
home in hopes that her son\u2019s father may be available to share his thoughts as well. She <\/p>\n
explained that she\u2019s old fashioned and just prefers to speak face to face. She also wanted to <\/p>\n
know if I was comfortable conducting the interview at her home. She also gave me permission <\/p>\n
to observe her son in the home to allow me to see him in his home environment. She said, <\/p>\n
\u201cChildren behave differently at home and at school. My son also behaves differently when he\u2019s <\/p>\n
at my mother house\u201d. Before the interview began she said, \u201cYou are welcomed to stay for <\/p>\n
dinner and we can conduct the interview as we eat\u201d. I kindly declined, however she insisted. As <\/p>\n
the interview began the mother did not wait for me to ask questions, she started talking and <\/p>\n
sharing an abundance of information beginning with her pregnancy. I asked her if it was alright <\/p>\n
to tape our conversation and she nodded yes. The mother shared that she was pregnant two <\/p>\n
times before she gave birth to her son. She lost her first child when she was one month and her <\/p>\n
second child when she was two months into her pregnancy. She admits that she was not <\/p>\n
optimistic about carry this baby to full term. She also expressed that she experienced a difficult <\/p>\n
pregnancy with her last child, the student that is in my class. She suspected that something was <\/p>\n
wrong when she began to spot. One mother, Ms. S. stated: <\/p>\n
When I arrived at the hospital, my doctor was waiting for me and I<\/p>\n
immediately had emergency surgery. In order to save my baby, the<\/p>\n
doctor explained that my baby would have a better chance of making<\/p>\n
it if I had a C-section. When my baby was born he only weighted one<\/p>\n
pound. I knew within myself that he was going to have a lot of health<\/p>\n
issues and challenges. I\u2019m the type of mother that will advocate for<\/p>\n
my child.<\/p>\n
Ms. S. stated that her baby stayed in the hospital for six months. With him being born very early <\/p>\n
he stayed in the NICU where he could get the best care. She also shared that she did not think <\/p>\n
that her son was going to make it through. She prayed each and every day hoping for a miracle. <\/p>\n
She felt guilt and anxiety because she was not able to stay with him around the clock, however, <\/p>\n
she and the child\u2019s father visited with him every day while he was hospitalized. She joined a <\/p>\n
support group for mothers of children that were born prematurely. She also joined a blog with <\/p>\n
other mothers as they shared their experiences while supporting one another. <\/p>\n
My last interview almost did not take place. Ms. St. had thoughts about leaving New <\/p>\n
York but decided to stay so that her child could continue receiving his services. She admitted <\/p>\n
that she has seen a very small improvement in his language. When asked to explain her <\/p>\n
statement, she shared that he can now say \u201cMommy\u201d. When that word came out of his mouth <\/p>\n
she was preparing dinner while he was watching television and he just shouted out the most <\/p>\n
wonderful word that she ever heard. After giving birth to her son, he too had to spend about <\/p>\n
four months in the hospital. She was so afraid that he was going to die, she contemplated on <\/p>\n
taking her own life. One mother, Ms. St. expressed:<\/p>\n
I often thought to myself if my baby does not live I think I will just take my life as well. I<\/p>\n
asked her to tell me more if she felt comfortable enough. She explained that she may have<\/p>\n
caused her baby to be born early because she was once in a domestic violence situation<\/p>\n
for several years with her son\u2019s father. She began to drink occasionally so that she would<\/p>\n
not have to deal with the situation that she found herself in. She admitted that she should<\/p>\n
have left a long time ago and she\u2019s not sure why she continued to stay. She experienced the<\/p>\n
following emotions throughout her entire pregnancy; guilt, anxiety, fear and loneliness.<\/p>\n
Once her baby was born and only weighed 2 pounds she decided that she would advocate for <\/p>\n
her son to get the best care that was available to him. She spoke to social workers, doctors and <\/p>\n
nurses and continued to stay current on his condition and delays. She joined several support <\/p>\n
groups and met several mothers that gave birth to a baby that was born prematurely. She <\/p>\n
supplied her with so much valuable and important information that would help her support her <\/p>\n
baby. She said, \u201cThe best feeling in the world was when I held my baby for the first time. It was <\/p>\n
scary to see him with wires everywhere but I was so excited to be a mom\u201d. <\/p>\n
Discussion<\/p>\n
I had the opportunity to observe four students (all boys) in their natural classroom <\/p>\n
environment, who are three and four-year-old students. Two of the students will be turning 5 <\/p>\n
years of age this year. The observations took place in the classroom, the home, gross motor room <\/p>\n
and the playground. Many of the observations also took place during meal time, 1-1 time with <\/p>\n
the teacher, with classmate\u2019s, music & movement time, center\/work time, large and small group <\/p>\n
time. The importance of the observations was to focus on and observe the communication and <\/p>\n
language skills of the students when they were engaged with other children and adults in various <\/p>\n
activities. <\/p>\n
Each of the students are receiving services because of a specific developmental delay. They <\/p>\n
are receiving speech therapy, physical therapy and occupational therapy. Three of the four <\/p>\n
students that I observed are also receiving services from a SEIT. (Special Education Itinerary <\/p>\n
Teacher) The students were evaluated and three-fourths of the students began to receive services <\/p>\n
before the age of three. After receiving early intervention, the students were re-evaluated and it <\/p>\n
was determined that they would continue with their services. One half of the students will have a <\/p>\n
turning five meeting where it will be discussed and determined if the student will continue <\/p>\n
receiving services in kindergarten. One of the parents considered discontinuing her child\u2019s <\/p>\n
services, however she did not follow through and decided to allow him to continue receiving the <\/p>\n
services. <\/p>\n
The ASQ-3 is the assessment tool that I decided to use to assess the students in the<\/p>\n
classroom, gross motor room, and the playground. I also ask the parents to assess them as well. <\/p>\n
Before assessing the students, I predicted that the parents will assess and score the students <\/p>\n
higher that I would. I also determined that the parents would look at their child with a subjective <\/p>\n
approach, whereas I would assess and look at the students with an objective approach. I was <\/p>\n
fortunate enough to have a conversation with each of the mothers to discuss how they arrived at <\/p>\n
the score for their child\u2019s results. It was interesting to hear their explanations. One mother shared <\/p>\n
that during her observation of her child she felt that her son was able to show her that he was <\/p>\n
able to complete the skill in a satisfactory manner that related to the questions. Another mother, <\/p>\n
who is the youngest mother of all the parents, stated that she was not sure of her son\u2019s abilities <\/p>\n
because he was born prematurely. After reading the questions it really made her look at her son <\/p>\n
differently and really observe him better. The two other mothers shared that along with their <\/p>\n
observations of their child, other family members were a valuable resource in helping to <\/p>\n
complete the ASQ-3. They revealed that they work long hours and they do not always have the <\/p>\n
opportunity to see many of the strengths and weaknesses that their child may display. <\/p>\n
My approach was to be subjective and understanding to the children and their parents. I knew <\/p>\n
that I wanted to learn more about children that are born prematurely and how their language can <\/p>\n
be affected which can lead to language delays and prevent them from being understood. Through <\/p>\n
my research, observations and interviews I was very hopeful that I would gain the knowledge <\/p>\n
needed to effectively understand and be helpful to others. After gathering my data and having the <\/p>\n
opportunity to analyze my findings I came to the conclusion that all children are different, they <\/p>\n
all learn and develop at different rates. My findings also lead me to believe that early <\/p>\n
intervention is so important if a child is to have any chance of developing and decreasing any <\/p>\n
possible delays. During my research while reading articles about languages delays in young <\/p>\n
children I have learned through studies that boys are more likely to experience language delays <\/p>\n
more than girls. I also learned through my research that children can better understand language <\/p>\n
than expressing it. <\/p>\n
I believe that my findings can build on and extend other research by taking a closer look at <\/p>\n
why boys have more language delays than girls. Understanding and learning more about children <\/p>\n
that are born prematurely and the various complications that lead to them being born earlier than <\/p>\n
37 weeks. Knowledge is power and having research conducted with participants that not only <\/p>\n
have language delays but other delays that may or may not be evident. Having services to <\/p>\n
support children at an early age and their needs as well as family support. Many parents <\/p>\n
experiences can be upsetting to them which can create denial and an abundance of time is lost. It <\/p>\n
is so vital to remember that all children are different and develop at different times and in <\/p>\n
different ways. <\/p>\n
Findings can improve children\u2019s performance by learning what the results tell you and <\/p>\n
develop ways to increase their ability to learn a particular skill. Exposure to a variety of <\/p>\n
experiences can help children gain their independence and knowledge when involved in age <\/p>\n
appropriate activities. Parents and family members are the best resource when helping children <\/p>\n
gain knowledge and develop skills. I believe that family, family support from outside agencies <\/p>\n
and the home environment can produce positive outcomes. The school environment plays a vital <\/p>\n
role in ensuring that children learn and develop. When teachers teach and provide lessons and <\/p>\n
age appropriate activities relating to children\u2019s interest the children will do well. Developing <\/p>\n
language is so important for children to communicate and express themselves and it is up to the <\/p>\n
teacher to make sure that happens. Children are individuals and should be treated as such. In my <\/p>\n
classroom we must develop planning around the individual child forms because children\u2019s needs <\/p>\n
are different. Parent involvement plays a vital role when trying to make the home school<\/p>\n
connection. When teachers and parents work together to achieve the same goals for children they <\/p>\n
will in time achieve their goals and continue to do well. <\/p>\n
Study Limitations<\/p>\n
The study was only conducted with boys and I would have liked to have had girls as part of <\/p>\n
the study to be able to make comparisons between boys and girls language delays and <\/p>\n
development. Being able to have the opportunity to observe all of the children in their own <\/p>\n
home environment would have been another way to compare children\u2019s language delays and <\/p>\n
development. It would have been interesting to see how members of the family engage with the <\/p>\n
children and how they interact and speak to them. It would have been great if the children could <\/p>\n
have been observed for a longer period of time to see if the children\u2019s language improved over <\/p>\n
time. <\/p>\n
Having both parents available to speak with to get both parent\u2019s opinions about how their <\/p>\n
child is developing from their point of view. Also the parents being honest and truthful with their <\/p>\n
responses to the questions that are posed to them. Other limitations are the inability to control the <\/p>\n
classroom, gross motor room or playground environment, namely the noise level. Teachers and <\/p>\n
children wearing masks can interfere with the ability to hear the students when they are speaking <\/p>\n
with the teacher or their classmates. Coordinating a time when the parents could participate in <\/p>\n
the interviews and teachers would be able to complete and return the questionnaires. <\/p>\n
There were definitely challenges that I faced throughout my research. In order to conduct my <\/p>\n
observations, I needed the students to be in attendance daily, however that did not always occur. <\/p>\n
For the most part I was able to conduct my observations as scheduled and obtain some valuable <\/p>\n
information as I wrote running records and anecdotal records. <\/p>\n
Another challenge for me was coordinating days and times that the parents were able to meet <\/p>\n
with me. There were various reasons why at first it seems impossible to meet with the parents to <\/p>\n
conduct the interviews. After speaking with the parents and expressing that I only had a small <\/p>\n
window with limited time to conduct the interviews they cooperatively participated in the <\/p>\n
interviews. <\/p>\n
I also faced a challenge with a questionnaire that was geared for the teachers to complete. The <\/p>\n
questionnaire asked twenty questions and I had to bring the number of questions down to ten, <\/p>\n
due to teachers themselves having to complete lesson plans, assessments and children\u2019s folders. <\/p>\n
I believe that for future research directions the topic of language development in children <\/p>\n
born prematurely should be researched in-depth. There should include a larger number of <\/p>\n
participants which includes longitudinal studies conducted with all boys, all girls and then <\/p>\n
compare and contrast boys and girls. The data should then be analyzed and a group of medical <\/p>\n
professionals, teachers and parent should determine the next steps to enhance and develop a <\/p>\n
particular skill. The research should be compared and contrast with children in different schools, <\/p>\n
then districts, states different countries. <\/p>\n
A practical classroom I feel should consist of a learning environment that is conducive to a <\/p>\n
young child\u2019s learning. The ideal classroom environment would consist of materials that <\/p>\n
relate to all children\u2019s interest. It is true that it may be a little difficult to accomplish, however it <\/p>\n
can and has been done. Interaction and engagement with materials and others I believe can <\/p>\n
provide a classroom environment that can flourish. Students should be allowed to talk, ask <\/p>\n
questions and always engage in conversations. They should never be stifled when it pertains to <\/p>\n
their learning, growth and development. Having exposure where student can be inquisitive, <\/p>\n
curious, explore and just have fun. The classroom should be a place where children can just be <\/p>\n
themselves while learning and enhancing various skills. <\/p>\n
As I reflect, I would have to admit that I learned a lot while researching my topic. It is a topic <\/p>\n
that is very near and dear to me. I learned that I am more sensitive about this topic than I thought <\/p>\n
I would be. I really want to research and explore the topic a little deeper to learn more. It was <\/p>\n
an eye opening experience for me as I learned about this topic during this particular school year. <\/p>\n
The knowledge that I gain about myself is to be more patient and understanding about children <\/p>\n
needs and abilities and to also understand why parents make certain decisions. It is easy to be on <\/p>\n
the outside looking in and say what I might do in a particular situation. I will continue to support <\/p>\n
and advocate my students and parents. It was difficult for me to watch children that needed <\/p>\n
services to help them to develop and build upon their skills and just stand by and do nothing. <\/p>\n
With the teaching experience that I have acquired over the years I was able to provide some <\/p>\n
individual lessons that geared to the children\u2019s specific needs. <\/p>\n
My views on young children are mostly positive ones. In many instances preschool is a <\/p>\n
child\u2019s first learning environment. Children experience a variety of emotions as they are around <\/p>\n
new people, the environment is unfamiliar to them and in many cases mommy or daddy are not <\/p>\n
around. As an educator patience is so important to have when working with young children. One <\/p>\n
must also have the love for teaching and to be nurturing is key. Therefore, I expect children to be <\/p>\n
themselves. To display the ability to ask questions, to want to learn, to explore and to want fun. <\/p>\n
Children can be excitable, curious, loud, talkative and engaging and these are my views on what <\/p>\n
I expect of young children.<\/p>\n
. In summary, when children are born prematurely there may be some medical issues and <\/p>\n
delays that are evident. Studies have shown that children tend to do well after being assessed and <\/p>\n
receiving early intervention services and more. While researching the topic I became <\/p>\n
knowledgeable about children and how their language can be affected because they were <\/p>\n
born prematurely and developed language delays. It is important that children are assessed <\/p>\n
correctly and in a timely manner to insure that they receive the most adequate services that are <\/p>\n
available to them. Parents and teachers working together for the betterment of the children will <\/p>\n
eventually lead to a children being successful.<\/p>\n
References<\/p>\n
Caravale, B., Tozzi, C., Albino, G., Vicari, S., (2005). Cognitive development in low risk <\/p>\n
preterm infants at 3-4 years of life. Arch Dis Child Fetal Neonatal Ed 2005; 90: F474-479.doi: <\/p>\n
10.1136\/adc.2004.070284<\/p>\n
DePietro, M., (2017, August, 4). Language Delays. https:\/\/www.healthline.com\/health\/language-delay <\/p>\n
Felix, J., Santos, M.S., Benitez-Burraco, A., (2017). Spontaneous language of preterm children <\/p>\n
aged 4 and 5 years. Revista CEFAC Speech, Language, Hearing Sciences and Education <\/p>\n
Journal 19 (6) 742-748<\/p>\n
Frazier, M.S., (2011). Expressive Language. In: Goldstein, S., Naglieri J.A. (eds) Encyclopedia <\/p>\n
of Child Behavior and Development. Springer, Boston MA. https:\/\/doi.org\/10.1007\/978-0-387-79061-9_1060<\/p>\n
Frazier, M.S., (2011). Receptive Language. In: Goldstein, S., Naglieri J.A. (eds) Encyclopedia of <\/p>\n
Child Behavior and Development. Springer, Boston MA. https:\/\/doi.org\/10.1007\/978-0-387-79061-9_2357 <\/p>\n
Jansson-Verkasalo, E., Ruusuvirta, T., Huotilainen, M., Paavo, A., Kushnerenko, E., Suominen, <\/p>\n
K., Hallman, M. (2010). Atypical narrowing in prematurely born infants is associated with <\/p>\n
compromised language acquisition at age 2 years of age. BMC Neuroscience, 11 (88). <\/p>\n
Doi:10.1186\/1471-2202-11-88<\/p>\n
Keown, L. J., Woodward, L., Field, J. (2001). Language development of pre-school children <\/p>\n
born to teenage mothers. Infant and Child Development. 10: 129-145<\/p>\n
Louis, A., (2001). Preschool Development Overview and Techniques. https:\/\/www.himama.com\/blog\/preschool-cognitive <\/p>\n
Pancsofar, N., Vernon-Feagans, L., (2006) Mother and father language input to young children: <\/p>\n
Contributions to later language development. Journal of Applied Developmental Psychology 27 <\/p>\n
(2006) 571-587<\/p>\n
Reinsberg, K., (n.d.) Social and Emotional Development. https:\/\/www.abilitypath.org\/ap-resources\/what-is-social-emotional-development <\/p>\n
Rudd, L.C., Kelley, H.M., (2011) Language Development. In: Goldstein S., Naglieri, J.A. (eds) <\/p>\n
Encyclopedia of Child Behavior and Development. Springer, Boston MA. <\/p>\n
https:\/\/doi.org\/10.1007\/978-0-387-79061-9_1609<\/p>\n
Schreier, A.B., (2018) It\u2019s True: Boys Do Talk Later Than Girls, But There\u2019s A Lot Of science To Explain Why. https:\/\/www.romper.com <\/p>\n
Snijders, V.E., Bogicevic, L., Verhoeven, M., van Baar, A.L., (2020) Toddlers\u2019Language <\/p>\n
Development: The Gradual Effect of Gestational Age, Attention Capacities, and Maternal <\/p>\n
Sensitivity. International Journal Of Environment Research and Public Health 17(21) 7926<\/p>\n
Ning Yang, Jiuqian Shi, Jinjin Lu, (2021) Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children\u2019s Receptive Vocabulary Competency. https:\/\/www.frontiersin.org <\/p>\n
Van Lierde, K.M., Roeyers, H., Boerjan, S. Groote, I., (2009) Expressive and Receptiv<\/p>\n
Language Characteristics in Three-Year-Old Preterm Children with Extremely Low Birth <\/p>\n
Weight (2009). Folia Phoniatrica et Logopaedica 61: 296-299<\/p>\n
Appendices<\/p>\n
Parental Consent Form: Naturalistic Observation of Child Development<\/p>\n
Dear Parent\/Guardian,<\/p>\n
My name is Loretta Pugh and I am a graduate student at Brooklyn College. Your <\/p>\n
son\/daughter has been invited to take part in a research study to learn more about children\u2019s <\/p>\n
development. The study will be conducted by Loretta Pugh from the School of Education at <\/p>\n
CUNY Brooklyn College as part of the required course work for ECAE 7110: Research in Early <\/p>\n
Childhood Education, which is taught by Professor Karen McFadden PhD. If you consent to <\/p>\n
allow your child to take part in this study Loretta Pugh, will observe your child in a naturalistic <\/p>\n
setting over a four-week period for the purpose of learning more about your child\u2019s development <\/p>\n
as well as child development more generally. <\/p>\n
There are no known risks associated with your participation. Your confidentiality and that of <\/p>\n
your son\/daughter will be strictly maintained and the observation will be used for research <\/p>\n
purposes only. Your participation in this study is voluntary. If at any time you wish to <\/p>\n
discontinue your participation, you may do so. If you should have any questions relating to your <\/p>\n
participation in this study, you may contact Dr. McFadden at KMcFadden@brooklyn.cuny.edu. <\/p>\n
Thank you so much for your participation. <\/p>\n
Signed: ___________________________ Date: __________________ <\/p>\n
Signed____________________________ Date: ___________________<\/p>\n
Figure 1<\/p>\n
Figure 2<\/p>\n
Figure 3<\/p>\n
Figure 4<\/p>\n
Figure 5<\/p>\n
Figure 6<\/p>\n
Table 1<\/p>\n
Table 2<\/p>\n","protected":false},"excerpt":{"rendered":"
Language Development and Children Born Prematurely Table of Contents Abstract\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20261 Chapter 1 Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20262 Chapter 2 Literature Review\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20264 Chapter 3 Methods\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20269 Chapter 4 Results\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202613 Chapter 5 Discussion\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.21 References\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202624 Appendices\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 26 Abstract The study was conducted with children that were born prematurely that display language delays. A language delay is a communication disorder that occurs in children […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-96722","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/96722","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=96722"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/96722\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=96722"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=96722"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=96722"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}