Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

The Impact of Socioeconomic Status (SES) on Early Childhood Language Development

Authors
Robbi Madya, Malik Malik, Suparno Suparno
Corresponding Author
Robbi Madya
Available Online April 2019.
DOI
https://doi.org/10.2991/icsie-18.2019.26How to use a DOI?
Keywords
socioeconomic status of parents, preschool program; language development, early childhood
Abstract
Socioeconomic status (SES) is one of the most studied constructions in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and employment status. Many studies show that SES is associated with a variety of health, cognitive, and emotional social outcomes in children, with effects that begin before birth and continue into adulthood. Therefore, research activities are conducted on the socio-economic background of families on language development in children aged 5 to 7 years. Data were collected from interviews with teachers, observation of children's activities at school, and questionnaires distributed to parents. From the data set generated: (1) the influence of socio-economic status on child language development; and (2) the impact of socioeconomic status can be minimized by involvement of children in school programs
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Robbi Madya
AU  - Malik Malik
AU  - Suparno Suparno
PY  - 2019/04
DA  - 2019/04
TI  - The Impact of Socioeconomic Status (SES) on Early Childhood Language Development
BT  - Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
PB  - Atlantis Press
SP  - 140
EP  - 145
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsie-18.2019.26
DO  - https://doi.org/10.2991/icsie-18.2019.26
ID  - Madya2019/04
ER  -