Predictors of child language development and behaviour in rural Lesotho

• In Event: 3-198 - CANCELLED - Developing a center of excellence in child development research led from the Global South

Integrative Statement

Children with delayed or impaired language development have been shown to be at increased risk of a number of negative outcomes, including social and emotional problems, as well as mental health difficulties. Data suggests that language development can be compromised in poorer socio-economic contexts. However, most of the research linking socio-economic factors to poorer language development has been conducted in high-income countries. Improved knowledge of preschool children’s language profiles and associated factors in the context of adversity will provide useful information for future intervention development and delivery to those most at risk.

The aim of the study was to investigate the caregiver demographic, child care and parenting outcomes associated with child language development and behavior, and the relationship between these outcomes.

This study evaluates baseline data from a cluster randomized controlled trial, conducted in 34 villages in northeastern Lesotho. All children (n = 1040) aged 1-5 years at the time of baseline assessments and their primary caregivers were approached to participate.

Caregivers reported on children’s language ability using the McArthur Bates Communicative Development Inventory (CDI) and data on child behavior were collected using the Strengths and Difficulties Questionnaire (SDQ) and the Child Behavior Checklist (CBCL). Children’s receptive language skills were assessed using the Peabody Picture Vocabulary Test (PPVT). We conducted univariate and multivariate analyses to determine associations between caregiver demographic, child care and parenting variables and child development outcomes—specifically child language and behavioral functioning.

Children who were older (p = 0.00), female (p = 0.03), attended preschool (p = 0.00), and whose parents had higher educational hopes (p = 0.00) all had significantly better language ability. Children who were left home alone also had significant better language ability (p = 0.03). Lower language scores, higher rates of caregiver mental health problems, and past year mental health care-seeking significantly predicted more child behavioral problems. Other significant predictors of child behavioral problems included higher rates of harsh discipline (p = 0.00), higher parental stress (p = 0.00), lower levels of food insecurity (p = 0.00) and younger child age (p = 0.04). Children with higher language scores tended to have lower hyperactivity (p = 0.00), conduct problems (p = 0.01) and peer problems (p = 0.00), and higher prosocial scores (p = 0.00) but was not associated with emotional problems (p = 0.53).

This research highlights important findings about child language development and behavior in contexts of poverty, and is the first of its kind in rural Lesotho. Children from more vulnerable households, and who did not attend school, were more likely to have worse language ability, and in turn exhibit behavioral problems. More research must be done to examine links between behavior and language, especially in resource-poor contexts where families face multiple challenges.

Authors

• Marguerite Marlow, Stellenbosch University
  Non-Presenting Author

• Sarah Skeen, Stellenbosch University
  Non-Presenting Author

• Phillip Sundin, UCLA
  Non-Presenting Author

• Robert E. Weiss, UCLA
  Non-Presenting Author

• Mark Tomlinson, Stellenbosch University
  Non-Presenting Author

• Stephan Rabie, Stellenbosch University
  Presenting Author