structural:summarization
The codes and child development

Bernstein explains language development according to the two codes in light of their fundamentally different values. For instance, a child exposed solely to restricted code learns extraverbal communication over verbal, and therefore may have a less extensive vocabulary than a child raised with exposure to both codes. While there is no inherent lack of value to restricted code, a child without exposure to elaborated code may encounter difficulties upon entering formal education, in which standard, clear verbal communication and comprehension is necessary for learning and effective interaction both with instructors and other students from differing backgrounds. As such, it may be beneficial for children who have been exposed solely to restricted code to enter pre-school training in elaborated code in order to acquire a manner of speaking that is considered appropriate and widely comprehensible within the education environment.

Additionally, Bernstein notes several studies in language development according to social class. In 1963, the Committee for Higher Education conducted a study on verbal IQ that showed a deterioration in individuals from lower working classes ages 8–11 and 11–15 years in comparison to those from middle classes (having been exposed to both restricted and elaborated codes). Additionally, studies by Bernstein, Venables, and Ravenette, as well as a 1958 Education Council report, show a relative lack of success on verbal tasks in comparison to extraverbal in children from lower working classes (having been exposed solely to restricted code).