http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/102 2026-11-11T11:36:31Z 2026-11-11T11:36:31Z Khan, Md. Zahid Hossain http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4922 2026-10-19T07:21:23Z 2026-10-19T00:00:00Z

Effect of using screen time in developing children’s speech and language: Bangladesh context Khan, Md. Zahid Hossain In the current digital age, the impact of screen time on children's daily lives has increased dramatically. Its impact is vital in developing children's language and communication skills. Since children's language and language development occurs from birth to the early years, screen time has become important for their language, social skills, and mental development. It is essential to investigate the impact of screen time on the development of children's language and communication skills in Bangladesh, as the trend of screen time use in this country is increasing daily. This study aimed to determine the impact of screen time on children aged 03-08 years and their language development. This study was conducted on 50 children aged between 03 and 08. It analyzed children's screen time using patterns, content categories (educational, entertainment, and interactive), and linguistic effects. The participants were parents, teachers, child psychologists, and linguists contributing to children's screen time and language development from different perspectives. In addition, the participants were asked to answer various relevant questions through a survey questionnaire, which provided information about children's screen use. The study analyzed the type and duration of screen time use, the impact of their use on children's language development, and the relationship between the type of content and its linguistic impact. The study was conducted using a mixed research method, where data was collected through questionnaires and observations. According to the study results, various effects of screen time use were observed in children. Interactive, educational games and cartoons were preferred among children aged 03-08. Such content helps children to develop linguistic skills and actively participate. Children aged 06-08 are more interested in video games and YouTube videos, and their interest in creating social media content is increasing among them. Children have been shown to have more excellent linguistic skills with educational content, such as word repetition, asking questions, and participating in linguistic activities. Children's passive behavior in entertainment content such as cartoons or games does not improve language skills much but can cause emotional reactions (e.g., laughter, frustration). Children aged 03-05 have improved vocabulary and sentence structure by interacting with educational content. Children aged 06-08 display more content-based dialogue, but their conversations lack structure. This study revealed that children's screen time usage profoundly impacts their language development, physical condition, and emotional responses. When interactive and encouraging children to actively participate, educational content enhances children's language skills and social communication abilities. However, entertainment content encourages passive viewing and can negatively impact language development. The study suggests that parents should be more careful about screen time and iv maintain a balance in the use of digital content. Children should be drawn to content that promotes education and social development, significantly improving their language skills. In addition, teachers and other caregivers have an important role to play in managing screen time. Governments and social institutions should promote digital educational content and develop guidelines for screen time management so that children can achieve healthy language and physical development in the digital age. The results of this study provide new perspectives on screen time use among children in Bangladesh and lay a solid foundation for future research. This thesis is submitted for the degree of Master of Philosophy.

2026-10-19T00:00:00Z Sultana, Sonia http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4808 2026-03-04T04:14:46Z 2026-03-04T00:00:00Z

Factors influencing the neurological development of receptive language skills in Bengali Speaking Children with Autism Spectrum Disorder (ASD) Sultana, Sonia Most of the children with Autism Spectrum Disorders (ASD) have difficulties in their language comprehension that turned out to be a major setback for their independent life. They also cannot understand and share their interests, wants and needs with parents, caregivers or peers and become frustrated over the time. As such, the researcher explored the answer of her research question as to how receptive language development can be promoted among children with ASD both at home and specialized school. The study has been carried out in order to help the Bengali spoken children with ASD to overcome their frustration as well as to help them turning into human resources. Examining a total of 73 children with ASD following some intervention methods provided positive result of its application both at home and special schools. Besides, expert interview suggested a parent based model of teaching speech and language and a more acceptable individualized education system while Focused Group Discussion and Perception survey among parents and special educators recommended consistent exposure to verbal environment and avoiding screen time, joint family concept and a combine action by the caregivers and the special educators for the appropriate intervention method of developing language comprehension in children with ASD. Finally, this empirical study recommends few imperatives for ensuring appropriate environment for the neurological development of receptive language in children with ASD. This thesis is submitted for the degree of Master of Philosophy.

2026-03-04T00:00:00Z Mridha, Md. Shohidul Islam http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4757 2025-11-06T04:01:33Z 2025-11-06T00:00:00Z

The nature of functional language skills of children with Autism Spectrum Disorder Mridha, Md. Shohidul Islam This study systematically investigates the functional language skills of children with autism spectrum disorder (ASD), focusing on their ability to understand and respond to varying levels of instruction and their methods of communication in daily situations. A total of 15 children, aged 3 to 12 years, were included in the study, primarily drawn from urban regions. The sample was predominantly male, with 87% representation. Participants were divided into three age groups: 3-5 years (40%), 6-8 years (40%), and 9-12 years (20%), reflecting a balanced distribution among the younger cohorts. The study revealed that 73% of participants came from nuclear families, suggesting a trend toward modern family structures that may influence the support systems available for intervention. Notably, therapy involvement was high, with 93% of participants engaged in both Speech and Language Therapy and Occupational Therapy, indicating a robust reliance on therapeutic services to bolster communication and functional skills. Additionally, 67% of respondents reported receiving treatment from neuro physicians, further emphasizing the interdisciplinary approach to managing ASD. Performance assessments on language tasks demonstrated critical findings regarding the children’s ability to process and act on verbal instructions. In the single-step instruction task, 47% of participants successfully completed the task independently, showcasing foundational language skills. However, as task complexity increased, performance declined significantly. In the two-step instruction task, 33% completed the task without assistance, while 20% required both verbal and physical prompts. The three-step instruction task presented the greatest challenge, with 40% of participants needing extensive support and 13% unable to perform even with help. Communication methods varied among participants, highlighting strengths and areas needing development. The choice-making task revealed that 67% of children were able to make choices independently. However, only 34% could make spontaneous verbal requests, indicating a critical area for intervention in promoting expressive language skills. The ability to refuse requests was notably strong, with 47% responding spontaneously, although performance decreased with prompting. Furthermore, results illustrated diverse expression capabilities concerning daily needs: 47% utilized both verbal and non-verbal communication 9 effectively, while 13% relied solely on verbal expression. The success rates in commenting were also telling, with higher efficacy observed in structured verbal expressions (40%) compared to non-verbal methods (20%). This suggests that while some children can articulate their thoughts clearly, many faces significant difficulties when relying solely on non-verbal cues. Overall, the findings underscore the complexities of functional language development in children with ASD, characterized by varying degrees of proficiency across different tasks and communication modalities. The data highlights a pressing need for tailored therapeutic strategies to enhance both comprehension and expressive skills, enabling children with ASD to engage more effectively in their daily lives and social interactions. Recommendations include early and individualized support strategies, and programs addressing higher level language function, and communication skills. Future research should explore longitudinal outcomes and the interplay between cognitive, behavioral, and environmental factors in shaping developmental trajectories in HFAs. This thesis is submitted for the degree of Master of Philosophy.

2025-11-06T00:00:00Z মুক্তা, জাকিয়া সুলতানা http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4705 2025-07-08T09:49:46Z 2025-07-08T00:00:00Z

মানিক বন্দ্যোপাধ্যায়ের চিহ্ন-উপন্যাসের চিহ্নতাত্ত্বিক বিশ্লেষণ [Semiotic analysis of `chinho'-a novel by Manik Bandopadhyay] মুক্তা, জাকিয়া সুলতানা ঢাকা বিশ্ববিদ্যালয়ে এমফিল ডিগ্রীর জন্য উপস্থাপিত অভিসন্দর্ভ।

2025-07-08T00:00:00Z