The article presents the findings of Slovenian studies on the importance of different social and family factors for toddlers language development and the possibilities of including various estimators (mothers and preschool teachers) in the process of assessing toddlers language. The authors conclude that toddlers’ gender and parental education represent important factors of toddler’s language competence. They established that mothers and preschool teachers give relatively similar assessments of toddlers’ language despite the different social contexts in which they communicate with them.
COBISS.SI-ID: 40419170
In the published meta-analysis of several Slovenian studies we examined different factors of child language development that are also linked to the development of early literacy during early childhood. We examined the effect of preschool teachers systematically reading to children in preschool on children’s language and analyzed the connection of free symbolic play to the development of language among preschool children. We further explored the relationship between family literacy environment and child’s language comprehension, expression, and storytelling ability.
COBISS.SI-ID: 40357730