Explain The Sequence And Rate Of Language For Language Development

Children’s language development usually begins in their first three months. They will begin by learning to use their voice and enjoying vocal play. Babies will watch faces and mouths to try and copy movements and sounds.

The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.

Three practices that support the language development of all children is that of “communicating and Sharing” (Lally, 2006, p.32) in which a caregiver is observant of the infant and follows the infant's cues in that “Babies show us from the beginning that soothing words and lullabies can calm them.” (Lally, 2006, p.32) thus forming a bond of communicating what the infant's emotions are and sharing them in their reaction to a caregiver.

Throughout a child’s early stages of life, language is used primarily for communicating with parents in order to get what they need. From as early as birth babies communicate through crying in order to tell parents what they want. Parents soon learn to distinguish between the hungry cry, the wet/dirty cry and the tired cry. According to Halliday, 1975, children begin to learn their first language from between six – eighteen months old. He believes children are learning a ‘system of meanings’. He looks at language from a functional point of view and suggests there are seven functions that language serves for young children. The first four of these functions ensure that social, emotional and physical needs are catered to, they are called, Instrumental, Regulatory, Interactional and Personal. Instrumental refers to a child using language to ensure they get what they need or want. The Regulatory function tells others what to do in order to control their behaviour. The Interactional function relates to the use of language in order to interact with the people around the child particularly those seen as important such as parents and siblings or close friends. The personal function relates to how the child uses language to explain feelings, and their own identity. The other three functions are used as children become older and want to know more about the world, tell stories and pass on information.

Isn’t it amazing that a baby starts to learn language before birth? Newborns are actively developing language skills, yet they cannot talk fluently at the very beginning. Adults are unintentionally communicating with babies in a different way than they talk to other adults. People tend to talk to babies using simple and repetitive words, and exaggerated tones. This term is being called as child-directed speech. We can always see an adult talks to baby in this way. For instance, parents tell the kid “you are great” in a lighter voice, use simple words, increased tone. Moreover, all babies do babbling, even babies with listening problems. Babbling is when a baby says repetitive syllabus, and most likely, no one could understand except the baby herself. Bubbling is a must-have experience for all infants to stimulate language skills, so that they can develop normally.

During the early stages of life children start to develop and will reach many milestones. This includes speech and language development. Speech and language development is important because this is how children learn to communicate and socialize with others. Children will start to imitate your body language, actions, and sounds. This helps children by laying a foundation for their speech, communication, social, and language skills.

It is believed that babies develop language when they are in the utero and it continues throughout their lifetime. By twelve weeks old, babies may register the sounds they can hear and at the same time make basic visual, auditory and tactile mind maps (Karen Kearns, 2013, P.105). This allows the infant to turn towards any familiar sounds and noises. Babies begin to communicate with people around them quite quickly. By two months old, babies begin to make ‘cooing’ and other noises; this indicates the phonological component of language development. By six to nine months babies begin to experience with a mixture of sounds, and often you will hear a baby babbling. Babbling development is similar across many different languages and even hearing impaired babies will go through this stage. They may copy the sounds they are introduced too or beginning to recognize familiar

While humans are biologically designed to produce language, with exception of reasons of defect, there is still a time limit during which infants must be exposed to language or risk developmental delays. These delays are not just in the area of language acquisitions, but are related to other cognitive functions as well, as we saw in the example of Justin, the boy who was raised as a dog by his caregiver. Language acquisition is essential in the development of the ability to problem solve and to process and understand symbolic

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

From early on all the way to the age of five or six a child develops language at a very fast pace. This is a development stage which appears to be universal among all living being. However the thing that can differ here is the pace in which we reach each of the milestones .More than any of the other development areas, language reflects on the maturity and growth of the brain. After the age of five to six it appears that it becomes more difficult for a lot of children to learn

Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must

Children are always developing their language by listening to others and going to school. Language is used everyday to express our thoughts, feelings, and ideas so, it is very important skill to have. The first five years are very crucial to language development. Nerve cells are developed as well as connections between nerve cells that helped to go express and receive language which makes stimulation important. Without simulation the child’s language develops slower and has poor communication skills. In the first stage, which starts at birth and ends at around 18 months, the brain attempts to mimic sounds the baby hears. By the time the child is six months old, the child can respond to their name, respond human voices without visual cues,

6. Language develops in a child from birth to about three months by the interaction of speaking to the infant from parents. Some examples of knowing the infant is learning is if they’re reacting to loud sounds, smiling or laughing when spoken too, or have a special way of crying when seeing someone. Then from around four to six months, the baby will learn by discovering they can make noises. They will start making noises with they’re toys, babbling in their speech, laughing, following the sound of noise, and listening to the change in tone of the parents voice.

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.

It is very important for a child to hear a certain language and to interact with others who are using this certain language in order to produce the language because a child is acquiring the language from his environment as it is not genetically inherited. Hearing language sounds is not enough to acquire a language, but interacting with others who are using this language is a crucial requirement for the first language acquisition.