Repertório lexical de crianças de 24 e 30 meses falantes do português brasileiro: resultados preliminares
Lexical repertoire of 24 and 30-month-old children speaking Brazilian portuguese: preliminary results
Carolina Felix Providello; Ana Paola Nicolielo Carrilho; Vânia Peixoto; Maria de Fátima Serdoura Cardoso Maia; Simone Rocha de Vasconcellos Hage
Resumo
Palavras-chave
Abstract
Purpose: To check the lexical repertoire of Brazilian Portuguese-speaking children at 24 and 30 months of age and the association between the number of words spoken and the following variables: socioeconomic status, parents’ education, presence of siblings in the family, whether or not they attend school, and excessive use of tablets and cell phones.
Methods: 30 parents of children aged 24 months living in the state of São Paulo participated in the study. Using videoconferencing platforms, they underwent a speech-language pathology anamnesis, an interview with social services, and then they completed the “MacArthur Communicative Development Inventory - First Words and Gestures” as soon as their children were 24 and 30 months old. Quantitative and qualitative inferential inductive statistics were applied.
Results: the median number of words produced was 283 at 24 months and 401 at 30 months, indicating an increase of around 118 words after six months. The child attending a school environment had a significant relationship with increased vocabulary.
Conclusion: The study reinforces the fact that vocabulary grows with age and corroborates the fact that children aged 24 months already have a repertoire greater than 50 words. Those who attend school every day produce at least 70 more words than those who do not
Keywords
Referências
1 Zubler JM, Wiggins LD, Macias MM, Whitaker TN, Shaw JS, Squires JK, et al. Evidence-Informed milestones for developmental surveillance tools. Pediatrics. 2022;149(3):e2021052138.
2 Accardo P, Capute A. The capute scales: cognitive adaptive test/clinical linguistic and auditory milestone scale. 1st ed. Baltimore: Brookes Publishing; 2005.
3 Lancaster GA, McCray G, Kariger P, Dua T, Titman A, Chandna J, et al. Creation of the WHO Indicators of Infant and Young Child Development (IYCD): metadata synthesis across 10 countries. BMJ Glob Health. 2018;3(5):e000747.
4 Tamis-Lemonda CS, Bornstein MH, Kahana-Kalman R, Baumwell L, Cyphers L. Predicting variation in the timing of language milestones in the second year: an events history approach. J Child Lang. 1998;25(3):675-700.
5 Squires J, Bricker D, Potter LW. Revision of a parent-completed developmental screening tool: ages and stages questionnaires. J Pediatr Psychol. 1997;22(3):313-28.
6 ASHA: American Speech and Hearing Association. Statement on CDCs updated developmental milestones [Internet]. Rockville: ASHA; 2022 [citado em 2022 Mar 7]. Disponível em:
7 Graciano MIG, Lehfeld NAS. Estudo sócio-econômico: indicadores e metodologia numa abordagem contemporânea. Rev Serv Soc Unicamp. 2010;9(9):157-85.
8 Silva CT, Teixeira ER. O desenvolvimento lexical Inicial dos 8 aos 16 meses de idade a partir do Inventário MacArthur de desenvolvimento comunicativo – protocolo palavras e gestos [dissertação]. Salvador: Instituto de Letras, Universidade Federal da Bahia; 2003.
9 Marjanovič-Umek L, Fekonja-Peklaj U, Sočan G. Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler’s vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study. J Child Lang. 2017;44(2):457-79.
10 Serrat-Sellabona E, Aguilar-Mediavilla E, Sanz-Torrent M, Andreu L, Amadó A, Serra M. sociodemographic and pre-linguistic factors in early vocabulary acquisition. Children (Basel). 2021;8(3):206.
11 Gilkerson J, Richards JA, Warren SF, Oller DK, Russo R, Vohr B. Language experience in the second year of life and language outcomes in late childhood. Pediatrics. 2018;142(4):e20174276.
12 Cadime I, Silva C, Ribeiro I, Viana F. Early lexical development: do day care attendance and maternal education matter? First Lang. 2018;38(5):503-19.
13 Alcock KJ, Rimba K, Holding P, Kitsao-Wekulo P, Abubakar A, Newton CR. Developmental inventories using illiterate parents as informants: Communicative Development Inventory (CDI) adaptation for two Kenyan languages. J Child Lang. 2015;42(4):763-85.
14 Snell EK, Wasik BA, Hindman AH. Text to talk: effects of a home-school vocabulary texting intervention on prekindergarten vocabulary. Early Child Res Q. 2022;60(3):67-79.
15 Scopel RR, Souza VC, Lemos SMA. A influência do ambiente familiar e escolar na aquisição e no desenvolvimento da linguagem: revisão de literatura. Rev CEFAC. 2011;14(4):732-41.
Submetido em:
01/11/2023
Aceito em:
03/01/2024
Facebook
Google+
Twitter
LinkedIn
Mendeley
StumbleUpon
CiteULike
Reddit
Email