Relationship Between Parent-Child Interaction and Language Development in Children

Abstract

Background: Early childhood is a critical period for language acquisition, with parent-child interaction serving as a foundational determinant of linguistic development. While numerous studies have explored this relationship in high-income Western contexts, limited evidence exists from South Asian populations, where cultural, socioeconomic, and educational dynamics may influence outcomes. Objective: To examine the association between the quality of parent-child interaction and language development in children aged 3 to 6 years and assess differences across demographic subgroups. Methods: An analytical cross-sectional study was conducted among 63 children and their primary caregivers in Chakwal, Pakistan. Participants were selected through purposive sampling. Language development was assessed using the Parent Questionnaire for Early Language Development, while cognitive baseline was controlled using the Slosson Intelligence Test (SIT). Descriptive statistics, Pearson correlation, independent sample t-tests, and one-way ANOVA were performed using SPSS v20. Results: A statistically significant positive correlation was observed between parent-child interaction scores and language development (r = 0.33, p < 0.001). Rural families reported significantly higher interaction scores than urban families (p = 0.023), though no significant differences were observed in language outcomes across gender, parental education, or occupation. Conclusion: Higher-quality parent-child interactions are associated with improved language development in early childhood. Urban children with low interaction scores may be at greater risk for language delays, underscoring the need for targeted early interventions.