Infant's Cognitive Development: Language Development

Language is a system in which sequences of sounds make up words to signify a person, place, idea, or object and eventually becomes a tool through which we communicate. Language development starts at birth with crying. Infants cry to communicate their needs are not being met. At around six months infants begin to form consonant- vowel chains; this is the start of babbling, an essential pre-linguistic skill and milestone in language development. Around the age of eleven months the child will say begin to say their first words, and language continues to develop throughout life. Like many other areas of development language development is influenced by the culture the infant grows up in.

Yesterday, I went to the mall and I have observed few babies in the children center, and I saw the babies mostly talked out the right side more than the left side. Before I went to the mall, I predicted babies will move the mouth of right side more than the left side because I think it like handedness that most people is right handed because the right side always make people feel comfortable when do something. However, that is just my opinion because in the textbook third paragraph on page 138, it says, "The infant's brain has a generalized set of tools that it employs across all of the subdomains of cognitive development. These tools allow infants to extract general principles from all kinds of specific experiences, including language" this is means when babies talking, the left or right mouth side move is depend on the brain function. In addition, I also researched more information about talking babies, and I found when the emotion and language are connected to the brain function.

Through interactions with their caregivers, infants start understanding and producing words. During the first 2 years, there are variations both with quantity (the number of words produced or understood) and the time it takes for children to reach milestones. The 2008 study by Hurtado, Marchman, & Fernald raises three key points about how the quantity and quality of language input impact language development in young children, first related to vocabulary size, the second related to processing efficiency, and finally related efficiency in comprehension.

It is thought therefore, that the stimulation of adults and older children communicating with them, even though the baby cannot yet understand, it just as important as everything else done with them. Language is part of the everyday sounds that babies listen to, even though they may not participate, and songs can be a lovely and effective element of language that they are thought to enjoy. Around 1 year old they will start to attempt to speak, but often their pronunciation is unclearand the words are typically used singly, by themselve, rather than in sentences. In the 12 months following , they start bringing words together into short phrases and sentences, and as they use language more, their vocabularly rapidly increases. Concepts such as plurals and negatives come in the next 12 months, and sentences become better formed, although grammatical errors in speech are also likely, especially as English is a fairly 'irregular' language, so verbs such as eat become eaten, ad can be commonly mistaking by

At this stage a child will continue to discover new objects and develop to find out what they do, such as what different toys do and sound like. They will begin to use objects appropriately, an example of this can be their feeding bottle or noise associated toys. A child’s language at this stage will rapidly be developing as they will be able to use and say on average 40 words as well as understand them, alongside various instructions such as “eat this” of “have a drink” in most cases these instructions will be understood when accompanied by gestures such as holding a sandwich where they can see it of giving them their cup.

The following is a review of the article “New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention” (Goldin-Meadow et al., 2014). The article discusses the research that was done on language learning in toddlers. I will summarize the purpose of the research, the methods used, and an interpretation of the findings. I will then discuss the findings in relation to developmental theories as discussed by Berger (2014). I will conclude with a reflection on how this relates to my own experience.

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

This essay will discuss the development of children 's language, and the different rates that children learn the language and the methods that they use to do this, this also takes into account those children who have SEN, learning difficulties or children who have been diagnosed with a language delay. The definition of language delay is; if he or she is not meeting the language developmental milestones for his or her age. (www.healthline.com/health/language-delay)

Early in their lives, infants’ interactions and exposure dictates what learning experiences they retain and maintain through early childhood. Perhaps more interestingly, the question of why and how these learning experiences develop is relatively unexplored and promises new understandings of the natural growth of memory and learning structures within the infant brain. To this end, the works of Rebecca L. Gómez in her academic article titled “Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective” help explore the nature of Statistical Learning (SL) in regards to infantile cognitive growth. This piece asks how can we determine the apparent inconsistency of constant

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

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)

I would like to learn more about language development in infants. As an educator I would like to know how to enhance the infant language development in the earlier years. I would like to become more knowledgeable in the language content area to increase infants receptive and expressive language.

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".

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

“Less than 1 percent of American adults today are proficient in a foreign language that they studied in a U.S. classroom,” states Friedman in the Atlantic. “That’s noteworthy considering that in 2008 almost all high schools in the country—93 percent—offered foreign languages” (Friedman). This is because of, as Marshall notes, "widespread belief that adults will inevitably have problems and will certainly never become fluent, while children are supposed to pick up languages with ease". However, study after study has shown the procedure of language learning of the infants. The essential elements of learning a language lie in your ears and the way you process to the language. Although there is a widespread myth in learning a language – children aquire a language much easier than adults do – the innate ability of adults’ language acquisition are basically as same as that of children’s.