A Comparative study of language development of private and government pre-school students with respect to gender

Children vary extensively in their language skills at school entry, and a substantial part of this variation is due to disparities in language exposure prior to school. Because these differences have continuing impact on academic, cognitive and social development, prevention and intervention programs have been developed to address deficits in early experience with language and prevent continuing difficulties. Language development is an efficient and rapid process that, in terms of key milestones, occurs in a relatively uniform fashion for the majority of children. The purpose of this article is to compare the language development of government preschool girls and boys students. This study was conducted on 100 pre-school students (50 boys and 50 girls) and data was collected by administering the language development test. As per the findings there is no significant difference between boys and girls with regard to language development whereas significant difference was found in the language development between preschool students from government and private school.  The results show that girls produce significantly more words than boys; their utterances contain a greater number of grammatical forms, and are more complex syntactically. The results also showed that private school students are performed better as compare to government preschools students.  These findings suggest that caution is necessary when assessing young children to interpret performance in light of factors that may contribute to it, including gender.