Speech On Mimicry In Speech

Language is very important for one’s development because it can affect other areas of development and is critical to a child’s future success. For many other aspects of development, including cognitive, social and psychological language is very necessary. Language occurs before the baby is even a month old. For a developing child, the biggest thing that will contribute to our eventual language development is what we hear. Very soon, as a young infant, we demonstrate a sense of language just by simply the noise, movements, and expression that we make. Within the first year of life the baby is already babbling and speaking a hand full of words in their native language. Also they are much better at comprehending simple words spoken to them around

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.

Life involves many losses. There are small losses: losing a football game, failing a test, or forgetting an assignment. At some point, though, all of us will experience a major loss: the death of a close family member, a major illness, or a divorce in the family. Loss is inevitable for all of us. If you have ever experienced grief and loss, or if you are currently experiencing it, then you might be trying to recover the wrong way. You might believe that you have gotten over it, but it could come back even years later. When it comes to grief and loss, there are a lot of components that people do not understand, but today there are many methods to coop that will lead you down the path of healing.

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.

“I mimicked his eyebrow thing.”(72) Connotative- copied Denotative- to imitate in a servile or unthinking way

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.

A Journey in Grief: A Mothers Experience Following the Death of her Daughter by Alice W. Terry describes how the loss of someone so dear to you is unimaginable. When I was thirteen I lost my grandmother. She had been sick for a long time; I remember going to visit her in the hospital many times before she passed. The death of my grandmother was my first and only personal experience with the loss of a family member. Although this reality makes it hard for me to relate to this article at a personal level, I am truly grateful for the health and well being of those closest to me. Only being thirteen at this time, I was old enough to comprehend what had happened but I had not been old enough to truly experience the sorrow of losing someone. When I lost my grandmother, all I remember doing is crying. Although I was expressing emotion and grieving her loss, I do not remember having a conversation about what happened. How was I feeling? What is going through my head? Looking back now, it is frustrating to accept the fact that no one truly knew how to comfort me.

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.

The article “How do babies learn their mother tongue?”, written by Roberta Michnick Golinkoff and Kathryn Hirsh-Pasek, discusses the process in which babies learn a language. The authors cover the process with analogies and examples starting with a fetus in a womb, and ending with a 18-month-old watching television.

The article For the Love of Language by Geoffrey Cowley was published by Your Child's First Steps on October 2000. The author focuses on the importance of language and how children develop their language skills. Cowley states that the journey towards language starts in the womb and that babbling is the first step towards fluent speaking. Children also start associating names with objects around age one and children around two years old start to connect noun phrases with verb phrases. And lastly, children around seven months do not just seek out associations between words, but also extract principles governing word order. Cowley also uses terms like cochlear implant, mimicry, simple conditioning, operant conditioning, and specific language impairment (SLI).

Children vocalize in order to receive response from their mothers; it is their different vocalizations that influence the response they receive. Maternal responses can be divided into language expectant and language non expectant, and each category is further broken down (Gros-Louis, West, Goldstein & King, 2006). The five language-expectant responses provide information about linguistic forms and structure that encourage conversation. Naming expands the child’s vocabulary by providing labels for relevant objects. Questions asked to the child encourage a response and furthered conversations. Acknowledgements, such as “mmm-hmm” or “oh really?”, were found in a study to be the most frequent response of mothers to infant vocalizations. Though considered to be filler comments in conversation, they allow the child to feel that his or her speech is being recognized which encourages the child to vocalize more. Imitation is when the mother takes vocalizations from the infant and expand on them to fit sophisticated words, such as following a child’s “ba-ba” with “bottle,” which expands on his or her vocabulary. There are three language non-expectant responses and they are characterized by not eliciting feedback from the child. Attribution expresses the characteristics or value of something to a child. An example of this would be a mother trying a feed her disagreeable child stating “you love carrots” in attempts to coerce the child to eat by giving the food meaning, or comparing a dog seen on the street to the family pet to make a connection. Directives are instructions given by the parent to the infant. While directives and imperatives are crucial in parenting, they may play a negative role in language development (Zauche, Thul, Mahoney & Stapel-Wax, 2016). Even simple instructions such as “look at the doll” change

At the age of 3 months we see early signs of phonology; children will turn their heads, and stop crying once hearing parent’s voices. They indicate contentment and amusement by smiling, and repeating sounds (e.g. cooing). (Berk, 2003). In addition babies 4-7 months notice new sounds such as the telephone. They also respond to “no” and changes in tone of voice. Early sound discrimination skills are beginning to emerge. At 6 months of age, long before they are ready to talk, babies start to organise speech into the phonemic categories of their own language. (Berk, 2003). Semantics develops at the age from 8months-1 year old as they respond to sounds such as doorbells and telephones. And begin to babble repeated consonants and vowels. The Nativist theory states that language acquisition is a biological phenomenon such as the child’s ‘inner clock’ theory and any role play between child and carer and by the environment is something less important, which theoretically means that nature will take its course and the child will develop its own

In the other hand, behaviorists view language as complex and leaned skill, much like playing piano and dancing. B.F. Skinner argued that language represents nothing more than chains of responses acquired through reinforcement. Putting differently, children learn though process of reinforcement. For example, baby babbles “mama” the mother happily reward the baby with a hug and kisses and eventually will push the baby to say “mama” more and more; due to these reward children are motivated to repeat the behavior, thereby shaping their language and ensuring their development. Children’s language is being built up, this describe a way in which children environmental experiences influence and improve their language skills. Also that’s why parents

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.

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills