How do babies develop language? Essay

Language is the major promoter in which human beings communicate. Language is also needed to satisfy the human need to plow come out of the closet emotions, complex needs, thoughts and ideas. Spoken delivery is a structured set of sounds while written phrase is a structured set of symbols. Language is acquired or learned, and the ability to manipulation talking to effectively greatly affects our ability to operate well within society. Thither are different forms of language, which are used at different times for different situations, these requires a high take of skill and young children need the opportunity to acquire this skill.Sounds are the raw materials of spoken language. These sounds abide by together to form words, combined and brought together in special and complex steerings to form sentences. The meaning in a sentence is communicated by the way in which words are combined. For most children, the ability to pronounce words correctly and to use appropriate grammar are acquired in the same way as other language skills. Children require good role models, the opportunity to use their language skills and constructive feedback to ad exclusively and refine these skills.There are times, however, that close to children fool difficulties in pronouncing words which may require help from speech therapist. These childrens needs are greatly important and to seek help for the child language is the main tool that human beings use for thinking. Thinking can be done without language, such as recalling pictures, images and tactile sensation but these are just considered as simple level These ways of thinking and recalling information are not complex enough for all that is demanded of human beings (Beaver 139). First language learnednessMost researchers have the same opinion that typically, developing healthy babies go through the same language acquisition stages no matter what their first language is. Newborn infants cry, but they do not pip speechlike so unds until they reach 3 months old, when they begin to make what are called ooing vowel sounds. During six months of age, babies start to babble and make consonant-vowel combination sounds like ba-ba-ba and da-da-da. They practice these sounds leading to intonation patterns growth similar to whatever language they hear and is spoken in their environment.They keep trying out varieties of consonant-vowel combinations until they utter the first word which is the next stage in their discipline. The name of a family member is usually the first word or it could be a favorite food or toy, or an action word, such as bye-bye, down, or no. New words are step by step added and babies usually over generalize words such as mommy to represent all women, or doggy to mean all four-legged, furry creature. truly soon, the one-word utterance is retained to have sentence meaning the holophrastic stage.In these stage, the one-word such as more means I want more, or up means Pick me up. Most linguist s believe that children at this stage understand more language than they can produce. Children begin to put two words together and form two-word sentences between one and one-half and two years of age. Children already can recognize and even produce many words, but it is here that we witness the beginning of syntactical and semantic relations. Give me. All gone. Daddy home. Bye Mommy. Children do not mark the words with inflections for tense, number, or person.At this stage, they do not usually use pronouns, except for me referring to themselves. The next stage is the telegraphic stage, when children start to form sentences that sound like telegrams because these three-, four-, and several-word sentences are made up of nouns, verbs, adjectives, and any(prenominal) pronouns sequenced in the correct word order, but without inflectional endings or function words such as the, a, or prepositions. Sentences like Doggy mutant ball, Chair fall down What her name? Me want that. are of ten times heard (Seymour, Luria and Smoke 5). Biological, or innate, theory of Chomsky and Slobin The theory of Chomsky (1957) is establish on the principle that the brain has an inbuilt facility for language and that human beings are genetically programmed to develop language. The theory sought to provide an explanation for the means by which a baby develops language skills. Chomskys theory thus involvements language skills to the process of maturation. It emphasizes the biological control of language development and declines contextual factors.However, Chomsky does not point out that in order to trigger this innate capacity for language, children need to hear language spoken. The importance of language as an activeness is given emphasis, rather than the specific language spoken by those in contact with the child. Slobin, added ideas to Chomskys approach, explained that babies and very young children respond to language sounds and sound consequences, which he called operating pri nciples and research supports this view. Babies do initially respond to sound, tone, intonation and rhythm regardless of the language spoken.This would appear a logical answer to the question of how language develops however, if we were preprogrammed to learn language then all children would learn language in the same way, regardless of the culture in which they were born. But this is not the case (MacLeod-Brudenell and Maclead-Brudenell 176). cognitive models of Vygotsky and Piaget While the biological models of language development stress the innate ability of children to acquire language, cognitive models, on the other hand, focus more on the kinship between the developments of childrens cognitive skills and language development.In terms of language, the approach taken by Piaget differs from Vygotsky in one important facet. Piaget considered language development to be primarily an egocentric activity and to provide a challenging environment is the role of the gravid which would stimulate the childs learning capabilities (MacLeod-Brudenell and Maclead-Brudenell 176). To Piaget, language was instead independent from actions that lead to reasoning. For Piaget, talking to children in order to explain things before they were at an appropriate stage of understanding is pointless.Vygotsky, on the other hand, believed that language takes buttocks within a social framework and adults have vital role in actively stimulating the child in order to support and extend the childrens learning. Vygotsky noted that in the earliest stages of speech, children talk aloud to themselves and practitioners who work with very young children confirms in this case. Vygotsky sees this inner speech as an important link between language and thoughts in the young child.As children become more aware of what they are thinking, this inner speech becomes internalized (MacLeod-Brudenell and Maclead-Brudenell 179). Bruners approach to language development Bruner is also considered as one of the most influential theorists in the field of language development. Bruner focused his early research on the relationship between adult scaffolding, learning and childrens language. He emphasizes the linkage between language and communication and the encouragement of childrens understanding of how language works.The holistic approach to language comprises opthalmic cues, gestures and body language, turn-taking and the conventions of social use of language (MacLeod-Brudenell and Maclead-Brudenell 179). Monitoring childrens language development Effective child-care workers informally monitor childrens development through their insouciant interactions with the children. Their intimate knowledge of undivided children allows them to identify such progress or development, or if a child may need support. There are some establishments that also monitor childrens language development in a more formal way.They may use a checklist, developmental chart or diary in which, each childs develo pment is recorded and made available for future planning and interaction. It is important to take note that when assessing childrens language developmental level, there is sometimes a difference between a childs actual language ability and their ability to use expressive (spoken) language (Beaver 157). Factors affecting language development Successful language development of children needs a rich, stimulating environment that offers the opportunity for experiences suitable to their level of development.These are a number of factors that influence the quality of the language development 1) the presence of positive role models 2) the opportunity for the children to practice their language skill 3) positive feedback to enable the children to pick up language and to adjust and refine their language skills (Beaver 158). Supporting children with language delay All children come to a care put with different experiences and this includes their experience of language. Because the experience s that a child has had are so influential in their development, not all children develop language in the same pace.inside any group of children there will be a wide range of proficiency in language. This could include children who have delayed language development in relation to the expected range of norms. It is important that each child is treated as an individual and that their needs are assessed and met. When a childs language development is delayed, there are a number of agencies who may be involved are health visitor, speech therapist, portage worker, language unit, nursery staff, individual classroom report, support form charitable organizations (Barnardos, NCH Action for Children), local initiative (self-help groups) (Beaver 159).