Abstract

COSTA, Elson F. et al. Child naming skills and the quality of environments. Psicol. teor. prat. [online]. 2021, vol.23, n.3, pp.1-25. ISSN 1516-3687.  https://doi.org/10.5935/1980-6906/ePTPHD13506.

The objective was to relate the quality of family, school, and neighborhood environments to the naming skills of children in early childhood education. Sixty-four (64) children from 24 to 60 months of age and one family member for each child participated. The Child Naming Test, the Family Poverty Index, the Home Environment Resources Scale, and the Neighborhood Quality Instrument were applied to measure the quality of the environments, and the ECERS-R Scale was applied to measure the school environment. It was identified that 45.3% of the children obtained a high score in the Child Naming Test. Thus, the relationship between the variables pointed out that family members' income and education and joint activities between adults and children were the factors most associated with the outcome of language, which highlights the importance of monitoring language skills and the quality factors of the environments.

Keywords : child development; language; environment; oral communication; expressive vocabulary.

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