Aspects of language development related to social functioning in young children

Several studies have identified the relationship between language proficiency and social functioning amongst school-age children. Few studies document this relationship in children under the age of 3. 

The aim of this project is to cultivate knowledge on how language is related to social functioning in 33-month-old children.??

The first study examines language and gender differences in 33-month-old children in Norwegian nursery schools. ??

The second study identifies the relationship between language and social functioning amongst multilingual and monolingual children. Differences in Norwegian language proficiency and social functioning between the two groups were examined when the children were 33 and 57 months old, respectively. ??

The third study examines the relationship between language, social competence and play amongst children with very high and very low language proficiency scores, respectively. ??

The methodical background for the project builts upon statistical analysis of data gathered by ”The Stavanger project – the learning child”, which is a longitudinal study with a selection of approximately 1000 nursery school children. The data is collected observationally. Data based upon the observation tools TRAS and Alle med are used in the thesis.

This is a 4 year PhD programme for the period 2010-2015.

The project was run by PhD student Elisabeth Brekke Stangeland in collaboration with Åse Kari Hansen Wagner (main supervisor), Kjersti Lundetræ and Elin Reikerås (supervisors).


Elisabeth Brekke Stangeland

Elisabeth Brekke Stangeland