The Impact of Socioeconomic Status (SES) on Early Childhood Language Development
Robbi Madya, Malik Malik, Suparno Suparno
Available Online April 2019.
- https://doi.org/10.2991/icsie-18.2019.26How to use a DOI?
- socioeconomic status of parents, preschool program; language development, early childhood
- 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.
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 -