Key Determinant Of A Parent Child Language

A significant element in a child’s life is a relationship with their parent and central to this is the aspect of infant-mother bond (Cook, 1999). Parents play a critical role in modeling the adult lives of their children. A research on early brain development revealed that early intervention of warm and receptive care given to children is critical for their growth. It is vital to encourage and offer optimum care for the young children. The way a child is nurtured is a factor in their early brain development. Positive nurturing care and love towards children in their infanthood up to around 6 years results in a positive brain growth (Tribble, 2012). With both parents working, adverse effects on child development may be experienced. Children

They consider a child’s daily routine and activities highly influence an important role in their language development. Their theories focus on exploring how children socially interact within environments. They explain how children start to explore how language and communication works by inevitably adapting themselves to environments (Orfano F, 2015). This process confirms children are socially persuaded to be pragmatic. Depending on the context of the situation children listen to sounds and look at symbols movements and expressions from things around them. It acknowledges the importance of the environment in that it purports that children learn language as a result of communicative needs, in social contexts, and with social support. This evidence persuades them to deem nurture as the dominant

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

Language is a social cognitive function that developed out of our need to share ourselves with others. From their earliest days, infants feel this same need to express themselves. The mother, who is one of the first and most prominent people the infant interacts with, helps to create a bond with the child. Now the child is growing with someone whom they feel safe with and trust to share his or her inner self with. This is particularly true when the child is securely attached to his or her mother. Despite the lack of studies that directly connect attachment theory and language development, there are substantial similarities between the two ideas.Both secure attachment and infant language development flourish in mother-infant relationships that

Similar to physical and socio-emotional development, cognitive development is increased with a secure attachment between the parent and child (E, 806). Increasing importance is being associated with the “mothers’ verbal responsiveness, which are important for the emergent language and cognitive skills” (Increase in maternal Education, 3). According to a recent study from Arizona State University, researchers concluded infants with an insecure attachment were less “focused during storybook interactions” and therefore experienced less stimulation as the secure mother/child dyad. (F,445).

In this week’s reading we got the chance to read one of Professors Cabrera’s study called Parental Interactions with Latino Infants: Variation by country of origin and English Proficiency by Cabrera, Shannon, West, and Brooks-Gunn. In this study they examined variation in mother-infants interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants which are 9 month old and born in the United States and living with their biological parents. Before reading this article I had my own predictions as to what they found in their study. I predict that the mother and infant relations are stronger than the father and infant relations

Lindsey, Eric W., Penny R. Cremeens, and Yvonne M. Caldera. "Gender Differences in Mother-toddler and Father-toddler Verbal Initiations and Responses during a Caregiving and Play Context." ProQuest Research Library [ProQuest]. Springer Science & Business Media, Sept. 2010. Web. 17 May 2016.

How do both nature and nurture interact in the promotion of language development in young children?

The introduction also defined resilience, for the current study, as achieving expected language abilities despite and regardless of risk factors associated with relatively low birth weight status. The introduction highlighted that language deficits in preschool correspond to poorer performance on language and reading tasks throughout middle childhood. In addition, the introduction emphasized that language delay is one of the most common reasons for referral to a developmental specialist. The study also highlighted that caregiver responsiveness and sensitivity is considered a vital source of external input that supports children’s developmental health. This includes language: exposure to stimulating, rewarding, and contingently responsive verbal and nonverbal exchanges that provide opportunities for scaffolding language development. The article then moved into discussing the current study. The current study claimed to have two central aims, to determine if there is a relation between normative birth weight variability and children’s language skills at 36 months, and to examine if responsive parenting played into the association between normative birth weight variability and language ability. The participants of the study were English-speaking mothers with a newborn

The study solidified the theory that social interaction is key to a toddler developing his language. This study proved that children with mothers who talk and text frequently, or disengage from their children, are less likely to learn the new words. This disengagement distracts the toddler and thus interrupts the important cognitive processes occurring in the brain to map the new words. This study was effective because of the intention and concern in its design. The researchers did an amazing job explaining the material and taking great pains to control as many

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

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

There are many different variations of language, language that is seen, such as sign language, body language and written language, then there is the language that is heard, such as people speaking. There are over 7,000 spoken languages in the world alone without taking into consideration nonverbal languages. For adults and children alike, this can be overwhelming because in each language there are different behaviour patterns, different registers, different age groups and what is acceptable in one language may not be considered acceptable in another such as how close is too close to stand to someone else. For children who come from families whose first language is not English, this is even more difficult when trying to live somewhere that doesn’t predominately speak their first language, which is just one of the many differences people have to be aware of when considering diversity. This essay will examine the different environmental and circumstantial factors that may influence the development of children and the role that language can play in their lives as they grow, such as what and who children are exposed to, positive and negative influences such as adults and other children and the lifelong impact these surroundings have on the child.

Experimental data suggest that the past experiences of the mother are a major determinant in molding her care-giving role. Children use adults, especially loved and powerful adults, as models for their own behaviour. Children development literature, states that the powerful process of imitation or modelling socially inclines children. Kennell and Klaus explain that unless adults consciously and painstakingly reexamine these learned behaviours, they will unconsciously repeat them when they become parents (Kennell and Klaus 11). Thus the way a woman was raised, which includes the practices of her culture and the individual idiosyncrasies of her own mother's child raising practices greatly influences her behaviour toward her own infant. Bob Brazelton in The Early Mother-Infant Adjustment says that, "It may seem to many that attachment to a small baby will come naturally and to make too much of it could be a mistake... but there are many, many women who have a difficult time making this adjustment...(Brazelton 10). He points out that we must understand the ingredients of attachment in order to help, because each mother-child dyad is unique and has individual needs of it's own (Brazelton 12).

According to Zukowski (2013), language development refers to the process of learning in early life where infants acquire various forms, meaning and word usage. In addition, language refers to the different utterances in regards to linguistic input. Language development in childhood focuses on major arguments in