Language Pathologists And Its Effects On The Adult 's Voice

During late infancy stage, an infant’s abilities to process, understand and produce language is important and begins as soon as the child is born. Infants recognize sounds in their environment, such as a mother’s voice. Infants also become aware of their native language, those babbling sounds become clear. “Ma-ma” or Da-da is usually heard and is often repeated. Babbling sounds may not refer to anything specific, “Ma-ma” can be signified as

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

Many people would like to make a difference, not only in their own life, but in others’ lives as well. Deepak Chopra once said, “Everyone has a purpose in life…a unique gift or special talent to give to others. And when we blend this unique talent with service to others, we experience the ecstasy and exultation of our own spirit, which is the ultimate goal of all goals.” All of us, at one point in our lives, have to make the difficult decision of the goals we want to work towards. We all have certain goals, standards, and expectations of ourselves. Not everyone will figure out what they want to be right away, and some will know from the very beginning. My plan for my life is helping others through Speech Language

Babies prefer the sound of humans interacting to other sounds and from this, they quickly learn to recognise and identify their mother’s voice. Babies form their first relationship through emotional attachments with their mother or main carer. The first year of a baby’s life is a period of incredible growth, and a baby’s brain goes through critical periods during which stimulation is needed for proper development. During the babies first years, visual stimuli or verbal language is necessary for areas of the brain to grow and without this growth, a child’s vision or speaking abilities might be impaired. Infants tend to have different cries for hunger or pain, as well as making other noises. These abilities show your child is gaining communication and pre-language skills. Infants from birth to 6 months will forget about objects they cannot see however they begin to explore objects they can see and grab by putting them in their mouths. They will also follow moving objects with their eyes and look around at nearby objects. Infants in this stage will turn to look at a source of sound. These developmental milestones show a baby’s brain is developing and they are gaining new skills. From 7 to 12 months, infants also learn the idea of cause and effect, and they might repeat an action that causes a

At around 4-6 months old a baby will have developed an awareness of sound in particularly a person speaking and will turn towards the sound when someone familiar speaks for example their parents. They will start to mimic sounds and start to babble and laugh. Intellectual development is rapid and although they may not be able to speak in more than just babble, their understanding will be greater and they will become much more inquisitive. They will be able to understand simple instructions such as “point to your nose.” By a year old, they’ll be able to say simple words like “Mama” and “Dada” or words with similar sounds. They may start to develop their own language with odd sounding words for common objects that take their interest. Sometimes these words will sound similar to the name of the object particularly if their parents spend time speaking to their child and repeating the names of these objects.

During this stage of life, babies will begin to interact with adults that surround them by getting easily distracted by looking at their faces or listening to the sound of their voices. Babies will begin vocalising by cooing at people that they recognise and are familiar to them . A baby will recognise the sound of a parent or carer and will respond when they hear their voice, many mistake this for a baby responding to their name but this is unlikely at this stage.

| Listening to adults and other older children.Gurgling and attempts at sounds.Listening to songs and games increasing pattern awareness.

0 – 18 months – Babies love to listen to language and react to the tone and content of what is said to them. They particularly enjoy songs and repetitive games, as they start to learn and predict what will happen, an example being “round and round the garden” and games such as “Peek – a Boo”. By 12 months, they are trying to speak and will often use words in isolation and they will communicate what they want by pointing at an object at the same time as saying “cat”.

Between the ages of 0-3 months children react to certain sounds with startle (moro reflex). Children begin to react to sounds which are close by, by the age of 2-4 months children will begin to develop distance hearing. Children are then awakened by loud noises, sounds and voices. Towards the end of the third month a baby is able to recognise there mother's voice and will stop crying in order to listen to to voices and there own sounds. Babies are unable to control there motor movements, therefore most of there actions are reflexes. One of the most important reflexes for there speech development is the rhythmic suck-swallow pattern. Babies of this age are now able to move in response to voices and are able to express there feelings by cooing and gurgling.

Fallows begins her article by recounting a walk she took with her grandson, immediately making herself both relatable and personally involved in the subject matter. She explains how she noticed all of the other parents using their phones rather than interacting with their babies. Due to the fact that Fallows is a linguist, she began to wonder about the impact that interacting with your phone rather than your child has on their speech development. Once she began to research the subject she found a study published in the Pediatrics journal and two studies published in the

They can now balance and lift their heads, and even entertain themselves by watching their hands, feet as well as by putting everything in their mouth. Infants at this stage are able to recognize caretakers. Responding to others by reaching, smiling and laughing is also observed (Zastrow & Ashman, 2016, p. 79). By eight months infants are able to sit without support, but still require it to stand. They may also begin to crawl and play by banging objects as arm movements are better controlled. Self-help is attempted and achieved with easy to grab food items such as toast them (Zastrow & Ashman, 2016, p. 79-80). Their communication becomes more frequent and complex, trying to imitate sounds they hear. The few words they able to say, still hold no meaning and are simply sounds to them (Zastrow & Ashman, 2016, p. 79-80). By eighteen months, the newly toddlers begin to combine simple words to express themselves. Usually holding a vocabulary of three, to less than fifty words on average (Zastrow & Ashman, 2016, p. 81). Words are based on their individual experiences and surroundings (Zastrow & Ashman, 2016, p. 81). By twenty four months, toddlers do not take part in teamwork, but are more aware of the feelings of those around them and continually seek approval. By this stage, toddlers have mastered most locomotive skills and even some non-locomotive skills such as balancing, as well as having almost entirely mastered bowel and bladder

This article from Scientific American Mind gives readers explanation as to why babies do not come out of the womb talking like adults. Also, the author discusses how babies learn to talk and the steps they take to achieve their highest language capacity. The article provides two main theories as an answer to the age-old question about baby language and how it becomes adult language. The mental hypothesis is simply that babies are not cognitively ready to speak like adults. Their brains have not made the necessary connections to form words, let alone form full sentences with proper fluency and syntax like

It is known that babies who are neglected, and who do not get much adult contact, tend to find it much harder later on to learn communication and social skills. It is thought, therefore, that the stimulation of adults and older children communicating with them (even when the baby cannot understand what is being said) is just as important as everything else being done with them. Language is part of everyday sounds that babies listen to hence songs are lovely elements of language that they are thought to enjoy. At around 1 years old, a baby will attempt to speak. However, their pronunciation is often unclear and word are usually spoken singly, rather than in sentences. As language use increases, so does vocabulary. Concepts such as plurals and negatives come in the next 12 months, and sentences become better

| Talking and reading to the baby helps with not only voice recognition, but also verbal development (similar.com).

Then, cooing appears when the child is between six to eight weeks old, where the infant demonstrates happy vowel like sounds (Hoff, 2006). At age sixteen weeks infants begin to demonstrate laughter and vocal play (Hoff, 2006). Between six and nine month old babies begin to produce babbling sounds, then they utter their first word around age one (Hoff, 2006). When children speak their first word it is usually as an isolated unit (Goldin-Meadow, 2006), and not considered a major step in phonological development (Hoff, 2006). Children then learn that their first spoken word is composed of smaller parts, which is known as morphology, and that the word can be used as a building block for larger sentences called syntax (Goldin-Meadow, 2006). A child’s first word goes farther then communicating a message between the child and communicative partner, the word retains symbolic meaning (Goldin-Meadow, 2006). At age eighteen months phonological processes develop, in which the child’s speech characteristics begin to transform (Hoff, 2006). Subsequent to eighteen months the child’s vocabulary grows and with this growth the child is able to phonemically represent a sound with the mental representation of every word that possesses a sound (Hoff, 2006).