{"id":1347,"date":"2018-03-01T14:21:29","date_gmt":"2018-03-01T14:21:29","guid":{"rendered":"http:\/\/blogs.kent.ac.uk\/psychology\/?p=1347"},"modified":"2018-06-06T12:34:18","modified_gmt":"2018-06-06T11:34:18","slug":"psychologist-helps-develop-language-development-tool-for-bilingual-children","status":"publish","type":"post","link":"https:\/\/blogs.kent.ac.uk\/psychology\/2018\/03\/01\/psychologist-helps-develop-language-development-tool-for-bilingual-children\/","title":{"rendered":"Psychologist helps develop language development tool for bilingual children"},"content":{"rendered":"<p><strong>A Kent Psychologist has played an important role in a research breakthrough in the assessment of language development for bilingual two-year-olds.<\/strong><\/p>\n<p>In a study, led by the University of Plymouth, Kent\u2019s <a href=\"https:\/\/www.kent.ac.uk\/psychology\/people\/abbot-smithk\/\" target=\"_blank\" rel=\"noopener\">Dr Kirsten Abbot-Smith<\/a> and academics from eight other UK universities demonstrated for the first time that typically-developing bilingual two-year-olds, who are learning a language which has similar sounds and structures to English, know more words than those who are learning a language which is very different to English.<\/p>\n<p>This information allowed the researchers to develop the first toolkit for health professionals to accurately assess how well bilingual pre-school children are learning language.<\/p>\n<p>Read more at the News Centre <a href=\"https:\/\/www.kent.ac.uk\/news\/society\/17034\/psychologist-helps-develop-language-development-tool-for-bilingual-children\" target=\"_blank\" rel=\"noopener\">page<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A Kent Psychologist has played an important role in a research breakthrough in the assessment of language development for bilingual two-year-olds. In a study, led &hellip; <a href=\"https:\/\/blogs.kent.ac.uk\/psychology\/2018\/03\/01\/psychologist-helps-develop-language-development-tool-for-bilingual-children\/\">Read&nbsp;more<\/a><\/p>\n","protected":false},"author":14803,"featured_media":1451,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[43601,140631,3684,70],"tags":[],"_links":{"self":[{"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/posts\/1347"}],"collection":[{"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/users\/14803"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/comments?post=1347"}],"version-history":[{"count":1,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/posts\/1347\/revisions"}],"predecessor-version":[{"id":1348,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/posts\/1347\/revisions\/1348"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/media\/1451"}],"wp:attachment":[{"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/media?parent=1347"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/categories?post=1347"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.kent.ac.uk\/psychology\/wp-json\/wp\/v2\/tags?post=1347"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}