TY - JOUR
T1 - Providing Supportive Hospital Environments to Promote the Language Development of Infants and Children Born Prematurely
T2 - Insights From Neuroscience
AU - Gormley, Jessica E.
AU - Williams, Diane L.
N1 - Funding Information:
Jessica Gormley reports receiving grant funding from the U.S. Department of Education under grant no. H325D170024, The Penn State AAC Doctoral Leadership Project. Diane L. Williams reports receiving grant funding from the U.S. Department of Education under grant no. H325D170024, The Penn State AAC Doctoral Leadership Project. This work was completed in partial fulfilment of the PhD program at the Pennsylvania State University by the first author.
Publisher Copyright:
© 2019 National Association of Pediatric Nurse Practitioners
PY - 2019/9/1
Y1 - 2019/9/1
N2 - Introduction: Rapid neural development occurs beginning in utero and extending throughout a child's first years of life, shaped by environmental input, which is essential for language learning. If this development is disrupted by premature birth and/or related repeated hospitalizations, atypical language development may result even in the absence of severe neurologic damage. Method: This narrative review describes typical neurodevelopment associated with language and the atypical neurodevelopment often experienced by children born prematurely that can adversely affect their language development. Results: We describe evidence-based intervention strategies applicable in the hospital setting that can support the language development of young children who are born prematurely. Discussion: To promote neurodevelopmental growth that will support language learning, children born prematurely need to engage in supportive interactions with others. Awareness of evidence-based strategies can equip health care staff to provide a supportive hospital environment to promote the language development of children born premature.
AB - Introduction: Rapid neural development occurs beginning in utero and extending throughout a child's first years of life, shaped by environmental input, which is essential for language learning. If this development is disrupted by premature birth and/or related repeated hospitalizations, atypical language development may result even in the absence of severe neurologic damage. Method: This narrative review describes typical neurodevelopment associated with language and the atypical neurodevelopment often experienced by children born prematurely that can adversely affect their language development. Results: We describe evidence-based intervention strategies applicable in the hospital setting that can support the language development of young children who are born prematurely. Discussion: To promote neurodevelopmental growth that will support language learning, children born prematurely need to engage in supportive interactions with others. Awareness of evidence-based strategies can equip health care staff to provide a supportive hospital environment to promote the language development of children born premature.
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U2 - 10.1016/j.pedhc.2019.01.007
DO - 10.1016/j.pedhc.2019.01.007
M3 - Article
C2 - 30871967
AN - SCOPUS:85062609452
SN - 0891-5245
VL - 33
SP - 520
EP - 528
JO - Journal of Pediatric Health Care
JF - Journal of Pediatric Health Care
IS - 5
ER -