In recent decades, the significance of early interventions has been deeply rooted in treating children with developmental disabilities, such as autism. Recent research on early treatment among children with developmental disabilities shows that approximately 50% of children with autism fail to gain appropriate spoken language. Achieving spoken dialect by the age of 5 years is linked to enhanced long-term impacts in ASD. Since early intervention can positively impact spoken dialect, it is essential to identify appropriate approaches to enhance language development in young and non-verbal children with severe autism (Saracho, 2017). Nevertheless, currently, there is no fit all behavioral treatment approach that has been identified for targeting communication in these children. Moreover, research has found that in early childhood development and rigorous literacy attainment, inequality among children currently offers an exciting and fantastic time for early child development and care to develop strategies that would help develop children’s language and literacy (Schreibman & Stahmer, 2014).
Based on the No Child Left Behind Act of 2001, early childhood classrooms and teachers must have gained appropriate teaching skills to transform and gain access to the various societal segments that make this issue necessary. Some consider the culture of gaming, chatting, and other social media to be a poor substitution for the early childhood environment. Social and societal energies continue to evolve out of today’s media styles, different languages, and cultures, security issues, global ecological uncertainty, unstable economies, and crises (Saracho, 2017). Research encourages early childhood education and other subject areas to continue evolving. The scientific credibility of these fields must continue in the constant advancements in modern times. The study findings in young children’s communication and language growth need to be tested, strengthened, and refined by those faculties. Early childhood education environments are dynamic, requiring a precise balance between the analytical rigor of research approaches and the normal, agreed, and successful children’s learning environments. Some multidisciplinary teams conduct early childhood training courses that differ between disciplines in methodological approaches (Schreibman & Stahmer, 2014). The demand to increase school children’s performance in learning the language has prompted progressively in the last decade to propose that structured reading be initiated earlier, shifting this teaching, which is considered insufficient for growth, from elementary school to pre-primary school. The problem with school children in learning how to read is gradually geared towards reducing initial formal training in children’s and pre-primary education.
This paper contains the study findings and researchers’ insights explaining how (1) communication and language are learned and (2) how language and literacy skills are acquired from early childhood to pre-school and early years of school. Based on the findings of these studies, both articles offer early childhood education analysis and practical applications. These articles are focused on the profound changes in the domains of early childhood care and education, education of girls, psychology, and the arts of languages, emerging literacy, and education (Saracho, 2017). The findings also challenge educators to continue researching and developing effective mechanisms to equip children’s early development, particularly those with developmental disabilities such as autism. Evaluating the findings of these articles is important for educators in early childhood development to identify the requirements and appropriate methods they can employ in their school environment to ensure that all children acquire literacy and language skills (Schreibman & Stahmer, 2014).
Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice.
Schreibman, L., & Stahmer, A. C. (2014). A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism. Journal of autism and developmental disorders, 44