Communicating With Your Baby On The First Six Months

In this article, we learn about the process and connection between infant word learning and parents’ responsiveness to their infants growing vocabulary and multimodal behavior. One of the first major theoretical perspectives the authors, Catherine S. Tamis-LeMonda, Yana Kuchirko, and Lulu Song, state is responsiveness and early language development. In this perspective, research has shown how infant babbling has sophisticatedly progressed due to the mother’s responsiveness to her child. I don’t find it suspiring that in one study they found that infants of high-responsive mothers were more likely to achieve language milestones two months earlier than those that had low-responsive mothers. This theory familiarizes with a lot of the themes we encountered in class and in the book – the more involvement the parents have with their infant, the more positive their outcome compared to others.

However, Infant learns social and emotional in multiple ways mainly through every day interactions with their parent, siblings having infant’s feeling the sense of belonging. Supporting infant’s development by interacting with the baby, comforting the child by exchanging hugs and kisses along with singing lullabies and rocking the infant when he is upset. Therefore, these interactions will begin to establish a trusting relationship with infant’s and their parent’s.

Any infant develops an increasing ability to intentionally start communication that influences the behavior of the caregiver. For instance, the 13 month old baby I was observing looks at a toy and then looks at the mother’s face to see if she is looking at the toy. In addition, the baby was looking at where the mother was pointing. However, babies send messages too to the caregiver. They obviously can tell the caregiver when they want to do something, using a combination of gestures, gaze, and vocalization. For instance, the mother understands lifted arms as a request to be pick up. Both the baby and the caregiver were engaging to one another. They smile, babble, and laugh together. Consequently, when the infants experience great care, they

Amid this stage, the baby is questionable about the world in which they live. To determine these sentiments of vulnerability, the newborn child looks towards their essential parental figure for strength and consistency of care.

Early attachment of infants to their caregivers is important in that it establishes trust, security, resiliency and give infants reassurance that they will be cared for. Parents (or caregivers) are infants’ first teachers, and creating a strong, healthy attachment is an important aspect in a child’s intellectual and physical development. Most importantly, I believe that the bond between the infant and caregiver also serves as a foundation that guides an infant’s emotional and social development. In my opinion, the quality of the bond created will have an effect on the infant’s parenting skills once he or she becomes a parent. Children learn not only through observing behaviors and imitation, but they also absorb information through their experiences

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During the second half of an infant’s first year at life, a bond is formed between the parent and their newborn. The parent comforts the infant and responds to all of their needs which allows the relationship to strengthen between the two of them. Babies acknowledge these special people differently than they would a stranger. For example, when a baby is wanting to be held he may reject someone that is unrecognizable or someone other than their parent. The bond a mother and infant share reflects on the future relationship they will possess. The mother and baby’s emotional bond begins when the baby’s hunger is satisfied. As the mother feeds the baby, she provides tension relief and becomes valuable to the baby and he begins to prefer the mother’s

Infants learn to communicate with adults by gestures, crying, pointing and with baby talk. During my observation on how an infant communicates with adults around him, I could observe that during playing time the infant wanted to get the attention of the adult by going to the adult and tapping the adult with his hand on the arm and doing “baby talk” and the infant showed the toy to the adult when the adult smile and told the infant “wow” in surprise and asked him “what was the toy?” the infant smile and did “baby talk” again and turn around and went back to the toys he was playing with. Then after a few minutes the infant came back and brought a picture book and sat next to the adult and the infant open the book and point one of the pictures

The experience a person receives from being in the infant room at Growing Years is beyond fulfilling. You get the unique opportunity to see a person’s first attempts at crawling, their first steps, and listen to the soft coo of their laughter. An incredible amount of growth is achieved in just the first 12 months of life. Infants in the 2 month2-month range are just learning the steps to calming themselves and moving their heads toward sound (CDC, 2004, p. 3). While their peers just a few months ahead of them (at 6 months) are beginning to identify familiar and unfamiliar faces. They are also responding to sounds by making sounds (CDC, 2004, p. 11).

Research has consistently revealed that children born preterm have a greater risk for learning-related problems as they progress through infancy, preschool, and elementary school. Children placed in Neonatal Intensive Care Unit, also known as the NICU, have a more difficult journey ahead in their development compared with children born full term. This can result from a number of instances that occur during the child’s earliest moments of life. One main source of difficulty and worry when caring for a preterm child is the relationship between parents a child, formed inside the walls of the NICU and carried out until adulthood. It is imperative to study and understand the degree in which the way parents respond in these shocking and unsettling

“Most newborns are well prepared to being interacting with their world” (Kail & Cavanaugh, 2016 p. 80). At birth, many babies can suck, grasp reflexes, and lift their heads while being held on the shoulder (Wentz, 2007). Newborns have a sense of smell, taste, and touch. Babies at this stage can find an object that they find in their environment and stare and follow it, especially bright objects. And also hold and reaching for objects that catch their attention. Crying is a way they communicate to parents to get their attention. They also start to become interactive by smiling and responding to mom and dad by making coo sounds. Some babies begin to sit, crawl, and learn to walk with support (National Center for infants, toddlers, and families, 2010).

Babies are new to the world its exciting when they smile and crawl for the first time. Just like adults their emotions are tied to their cognitive and physical development. Each individual grows in different rates some may learn faster than others. Usually infants first gain a frown they cry and express anger. But besides that approximately after 3 months it develops a smile they are more aware of their environment they have a strong bond with the mother. At first mainly baby’s use imitate learning as Lev Vygotsky stated in one of his theories there are three ways a child learns. Infant copies facial expressions from parent or sibling. Infants socially interact with the parent giving hand gestures for example; a baby is gesturing to its

As a parent, having a baby is the greatest blessing in life, but the most rewarding thing for a parent is watching your child grow. That all begins in a baby’s first year of life when it is able to communicate with its parents. If the parents learn how their baby communicates, it will make communicating with their newborn a lot easier. There are many ways that babies develop through nonverbal and verbal communication. Although babies cannot talk, the first year of a baby’s life is crucial for its development in communicating.

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Another study done on social development was done by Skotheim et al. (2013). Thirty-nine mothers and their infants participated in the eight-week longitudinal study. The purpose of study was to examine infant’s social communication using a computer system. The mothers were asked to fill out a questionnaire to determine the relationship of the infants’ temperament and the mother’s depression. The examination began when the mother and the infant were both looking at each other eye-to-eye. The mothers were told to interact with their child like if they were not at the laboratory. The infant and the mother were videotaped and then shown the video. During the actual interaction time, the mother and the infant were evaluated on whether or not