Living conditions and receptive vocabulary of children aged two to five years

• Autor(a) principal: Basílio, Carmen Sílvia [UNIFESP]
• Data de Publicação: 2005
• Outros Autores: Puccini, Rosana Fiorini [UNIFESP], Silva, Edina Mariko Koga da [UNIFESP], Pedromônico, Márcia Regina Marcondes [UNIFESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: http://dx.doi.org/10.1590/S0034-89102005000500005; http://repositorio.unifesp.br/handle/11600/2691
• topic: Language tests; Vocabulary; Child; Educational status; Mother-child relations; Testes de linguagem; Vocabulário; Criança; Escolaridade; Relações mãe-filho

OBJECTIVE: To assess the receptive vocabulary of children aged between two years and six months and five years and eleven months who were attending childcare centers and kindergarten schools. METHODS: An analytical cross-sectional study was carried out in the municipality of Embu, Southeastern Brazil. The Peabody Picture Vocabulary Test and analysis of factors associated with children's performance were applied. The sample consisted of 201 children of both genders, aged between two and six years. Statistical analysis was performed using multivariate analysis and logistic regression model. The dependent variable analyzed was test performance and the independent variables were child's age, mother's level of education and family socio-demographic characteristics. RESULTS: It was observed that 44.3% of the children had performances in the test that were below what would be expected for their age. The factors associated with the best performances in the test were child's age (OR=2.4; 95% CI: 1.6-3.5) and mother's education level (OR= 3.2; 95% CI: 1.3-7.4). CONCLUSIONS: Mother's education level is important for child's language development. Settings such as childcare and kindergarten schools are protective factors for child development in families of low income and education.