Differences in Language and Communication Development Among Preschool Children Living in Urban and Rural Areas of Kien Giang, Vietnam

Abstract: This study investigates the differences in language and communication development among preschool children living in urban and rural areas of Kien Giang province, Vietnam. Through classroom observations, interviews with teachers and parents, and vocabulary–communication skill assessments with children, the findings reveal that urban children generally possess a richer vocabulary, greater fluency of expression, and higher confidence in communication. These advantages stem from more favorable socio-economic conditions, access to modern educational environments, and stronger parental support. In contrast, rural children tend to experience slower language development, a more limited vocabulary, and fewer opportunities for diverse communication due to constraints in learning resources, educational facilities, and the surrounding living environment. The study further indicates that these disparities are influenced by multiple factors, including parental involvement, socio-cultural conditions, and the quality of preschool education in each setting. Based on these findings, the research proposes several solutions to reduce the gap, emphasizing the joint role of families, schools, and local authorities in creating a rich and diverse linguistic environment for preschool children.

language development, preschool communication, urban preschool children, rural preschool children, language differences, vocabulary, communication skills, Kien Giang, Vietnam

1. Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55(4), 1278–1289. [Google Scholar] [Crossref]

2. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes. [Google Scholar] [Crossref]

3. Harkness, S. (1977). Aspects of social environment and first language acquisition in rural Africa. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 309–316). Cambridge: Cambridge University Press. [Google Scholar] [Crossref]

4. Iverson, J. M., Capirci, O., Longobardi, E., & Caselli, M. C. (1999). Gesturing in mother–child interactions. Cognitive Development, 14(1), 57–75. [Google Scholar] [Crossref]

5. Keller, H. (2012). Autonomy and relatedness revisited: Cultural manifestations of universal human needs. Child Development Perspectives, 6(1), 12–18. [Google Scholar] [Crossref]

6. LeVine, R. A., Dixon, S., LeVine, S., Richman, A., Leiderman, P. H., Keefer, C. H., & Brazelton, T. B. (1996). Child care and culture: Lessons from Africa. Cambridge: Cambridge University Press. [Google Scholar] [Crossref]

7. Mastin, J. D., & Vogt, P. (2013). The effects of input quality and frequency on word learning: Evidence from a multilingual environment. First Language, 33(3), 241–267. [Google Scholar] [Crossref]

8. Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763–782. [Google Scholar] [Crossref]

9. Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323(5916), 951–953. [Google Scholar] [Crossref]

10. Schieffelin, B. B., & Ochs, E. (1989). Language socialization. Annual Review of Anthropology, 18(1), 163–191. [Google Scholar] [Crossref]

11. Zukow-Goldring, P. (1996). Sensitive caregiving fosters the comprehension of speech: When gestures speak louder than words. Early Development and Parenting, 5(4), 195–211. [Google Scholar] [Crossref]

12. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88. https://doi.org/10.1016/j.dr.2005.11.002 [Google Scholar] [Crossref]

13. Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. https://doi.org/10.1177/0956797613488145 [Google Scholar] [Crossref]

14. Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x [Google Scholar] [Crossref]

15. Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., ... & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071–1083. https://doi.org/10.1177/0956797615581493 [Google Scholar] [Crossref]

16. Shneidman, L. A., & Goldin-Meadow, S. (2012). Language input and acquisition in a Mayan village: How important is directed speech? Developmental Science, 15(5), 659–673. https://doi.org/10.1111/j.1467-7687.2012.01168.x [Google Scholar] [Crossref]

17. Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748–767. https://doi.org/10.1111/1467-8624.00313 [Google Scholar] [Crossref]

18. Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248. https://doi.org/10.1111/desc.12019 [Google Scholar] [Crossref]

19. Snow, C. E. (1995). Issues in the study of input: Fine-tuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 180–193). Oxford: Blackwell. [Google Scholar] [Crossref]

• Advanced Techniques for Fake News Detection on Twitter Using NLP and AI: A Comprehensive Review
• Review of Self Compacting Geopolymer Concrete Using Slag Sand as Fine Aggregate
• Performance of Local Construction Contractors – Case Study of Registered Contractors in Monrovia, Liberia
• Cross-Cultural Perspectives on Innovation Management in Multinational Organizations
• Modeling of Reaction Between Dissolved Oxygen (DO) And Biological Oxygen Demand (BOD) in Degradation River