Influence of Parenting Patterns on Children’s First Language Acquisition: A Psycholinguistic Review

Abstract

This study examines the influence of parenting patterns on children's first language acquisition through a psycholinguistic perspective. Language acquisition in early childhood is not only a linguistic process but also deeply intertwined with cognitive, affective, and social development. Using a qualitative naturalistic method, this research focuses on a three-year-old child, Nayla Azzahra, raised predominantly by her grandmother in a consistent home environment. Data were collected through observation, interviews, and transcription of spontaneous interactions involving the child and her caregivers. Findings show that responsive parenting, especially consistent verbal interaction and emotional closeness, plays a crucial role in accelerating language acquisition. Nayla demonstrated the ability to engage in two-way communication, express needs, and recount experiences using simple yet meaningful sentences. The study also finds that reduced exposure to passive media, such as gadgets, and increased involvement in storytelling, singing, and play-based interactions significantly enrich children’s phonetic, semantic, and pragmatic language abilities. Although limited social interaction with peers may affect the diversity of vocabulary and pragmatic skills, a nurturing and verbally stimulating environment still supports substantial language development. This research highlights the significance of psychological attachment and communication quality in first language acquisition, emphasizing that language development is a result of the interaction between biological readiness and environmental input. Psycholinguistically, effective parenting fosters the internalization of language structures and meaning, contributing positively to children’s linguistic and cognitive growth.