Infant's Cognitive Development: Language Development

7-14 years --- By this stage, most children are fluent speakers of language and are developing and refining their skills at reading and writing. Their language skills enable them to think about and discuss their ideas and learning in more abstract terms.

18 months- there should be dramatic increase in learning of words up to three words a day.

As soon as infants are born they immediately begin innately paying attention to language. There are several major achievements in language as infants grow and develop. First in phonology, infants begin babbling using vowel-like sounds at 3-8 months, early consonants at 5-8 months, and CV syllables from 5-10 months. CV syllables means syllables with a consonant and a vowel, and are more complex for infants to produce. They also acquire prosodic abilities, or the ability to find patterns of intonations and stress in language. An infant proves unable to produce multiword utterances and therefore contains no syntax, but they begin to formulate single words beginning around 9-14 months of age. To count as first words, they must be “true words”,

The acquisition of language is essential to the development of a child. Though some children are born genetically mutated, specifically children with Down’s syndrome, the capabilities of acquiring language during developmental markers is far less than a child with just 21 chromosomes. Parents and/or guardians of infants and toddlers with Down’s syndrome believe that their child will one day be able to verbally communicate with them. They presume the possibility, but does research support their beliefs? For the purpose of this paper, the child from infancy through three-years old will be discussed in regards to the developmental domain that are affected by Down’s syndrome. The undeniable assumption is if an institution provides early intervention for an infant or toddler with Down’s syndrome, then that child’s social-emotional and language will be affected.

Language development is one of the most important milestones fulfilled during infancy and early childhood. Though, there is no exact answer as to how an infant learns language. I believe that the ability to learn language is something that comes from our interactions with people, such as parents, teachers, other children, and just about anyone who is in our lives for extended periods of time that may aid us in this stage of development. Though this may not be the way infants learn language, empirical research has been done that supports my belief. One such study relates the quality of center-based childcare to cognitive and language development. Another study found an association between infant gaze following and pointing and vocabulary growth. Lastly, a third study found a significant relationship between book reading and the development of language.

Linguistic expression in speech continues to develop between the ages of 7-12 years as they become more natural and fluent in using complex-compound sentences. Children in this age bracket will be able to tell detailed stories and read out loud and they will also start to appreciate humour. Guidance with spelling may still be required but they will develop a good understanding and use of past tense and

At 2 to 3 years a child will now be able to speak and recognize on average 200 words and now

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

Evidently, language is developed and acquire through experience and training since this truth is displayed even within infants. Consequently, an infant’s first words are commonly “mama” or “dadda”, yet even before they utilize verbal words infants are able to recognize and understand certain words such as the word “no”. Therefore, infants are not born with the capability to speak yet develops as they read and understand facial expressions and situations. When a baby sees a furrowed brow and a shaking head they understand that it is usually follow by a strong “no”, thus their brain comprehends and understands this word even without the able to reutter it. Furthermore, when none wishes to expand or improve one’s vocabulary they will commonly

Long before a child begins to speak, he is already communicating with the world around him. From a very young age, a baby knows that a cry will draw a parent’s attention and that holding out his arms means “pick me up".

The quality of language input influences child language development. Deaf children are unique in the sense that they often have a different modality of language from their parents, providing a platform to investigate the importance of language quality and onset. There are two categories of deaf children: deaf children of deaf parents (DCDP) and deaf children of hearing parents (DCHP). DCDP are referred to as native signers and make up 5-10% of the deaf community population (Lu, Jones, & Morgan, 2016). The language development of DCDP mimic that of hearing children in terms of onset, rate, and patterns of development (Morgan & Woll, 2002). Comparatively, DCHP make up the other 90-95% of the deaf community population and are only exposed to sign

Children of involved fathers are also more likely to live in cognitively encouraging homes. Cognitive Development is a field of study in neuroscience and psychology, focusing on a children’s development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult’s point of view(Schacter, Daniel L, 2009). Even a child’s cognitive development during early childhood, which includes building skills such as pre-reading, language, vocabulary, and numeracy. So cognitive development is important to grow those skills (Rohner, R. P., Veneziano, R. A., 2001). This development is a strong connection between the development children undergoes early in their life and the success that the children will experience later in life. Infants of highly involved fathers, as measured by amount of integration, including higher levels of play and Caregiving activities. By one year they continue to have higher cognitive functioning are better problem solvers as toddlers and have higher IQ’s by age three (Yogman Kidlan, Earls, 1995). The father is more encouraged toddlers to talk more, use more diverse vocabulary, and produce longer utterances when interacting with their fathers, because toddlers are characterized by more wh-(e.g. “what”, “where” etc.) questions for father than mother (Rowe, Cocker & Pan ,2004). A father’s academic support was positively

Why did individuals ever begin talking in any case? The moms needed to effectively bear the children, and put them down when scavenging for nourishment - when, to quiet the newborn child, a mother would make musical relieving clamors, like cutting edge mothers or infant talk. This investigation will discuss the vernacular progression in youth. The more you talk with a tyke in the beginning five years, the better subjective and/or lingo change will be. The introductory five years of a kid's life seem, by all accounts, to be essential for the obtainment aptitudes Important to meet the requirements of school learning. (Poole)

Advancement made in regard to cognitive neuroscience has enabled a better understanding of the cognitive processes in infants. Studies have indicated that cognitive development in infants starts before they are born. In the eighth week of pregnancy, fetuses have the ability to hear. They become accustomed to their

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new