The Impact of Covid-19 on ‘Spanish-Speaking’ Children’s Phonological Development

Bibliographic Data

ID22042672
AuthorsMarían Acero-Ferrero (0000-0002-6190-245X, Universidad de Zaragoza), Raquel Lozano-Blasco (0000-0002-0100-1449, Universidad de Zaragoza, corresponding author), María Jesús Cardoso Moreno (0000-0003-4252-9546, Universidad de Zaragoza), Sandra Benaque Giner (Departamento de Educación)
Year2024
Volume14
Issue8
Pages807
Publication date2024-07-24
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14080807
OpenAlexW4400940050
LanguageEN
References cited27

Communication and social interaction have been limited during the COVID-19 pandemic. The aim of this study was to check if 3-, 4-, and 5-year-old children manifest alterations in oral language according to their stage of language development. To carry it out, the Induced Phonological Register developed by Monfort and Juárez was applied to analyze 150 participants (77 boys and 73 girls) with an average age of 4 years and 6 months. Children who experienced the COVID-19 pandemic for an extended period show a delay in the acquisition of some phonemes compared to children who undergo typical phonological development as specified by Laura Bosch (2003) regarding language development for Spanish children. Likewise, they present a higher number of erroneous words and phonemes than expected for their age

Developmental psychology · Language acquisition · Language development · Linguistics · Mathematics education · Pandemic · Pedagogy · Phonological awareness · Phonological development · Phonology · Child Development and Digital Technology · Hearing Impairment and Communication · Language Development and Disorders · Medicine · Psychology

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