1.
Source:
https://fuzzyscience.wikispaces.com/Babbling
EARLY
CHILDHOOD
LANGUAGE
DEVELPMENT
AND
LEARNING
EXPERIENCES
Arantxa
Dominguez
Acevedo
Assignment
3
CHLD
1
Child
Development
&
Growth:
Prenatal
to
Early
Childhood
Professor:
Bharti
Dave
Date:
02/14/2016

2. 1.
Introduction.
Language
is
a
complex
form
of
communication
that
has
been
used
since
60,000
to
100,000
years
[f].
Language
is
flexible
and
can
change
and
develop
through
time.
It
seems
that
humans
are
the
only
animals
that
produce
language,
not
only
communication.
The
communication
in
humans
starts
from
birth
and
develops
in
word
production
when
the
children
turn
1
year.
This
is
the
time
the
children
pronounce
the
first
word.
Researches
have
talked
about
stages
of
acquisition
of
the
language
[h].
It
starts
from
birth
with
crying
and
eye
contact.
Then
it
appears
the
prelingüistic
stage
with
bubbling
and
vocalization
as
a
play.
Around
1
year
old,
the
baby
makes
the
first
word
with
the
intention
of
tagging
something.
At
this
point
it
starts
the
telegraphic
stage
of
the
language
and
the
spoken
language
grows
exponentially.
Around
24
months
children
start
using
short
and
clear
sentences
to
more
complex
sentences
[b].
By
5
years
old,
the
children
are
competent
in
their
native
language.
Some
theories
try
to
explain
the
learning
process
of
a
language
[h].
Nativist
Theories
-­‐with
Noam
Chomsky
as
the
most
representative
theorist-­‐,
have
postulated
that
humans
are
ready
for
language
since
birth.
Babies
are
ready
to
acquire
and
develop
any
language.
Furthermore
they
have
created
the
concept
of
language
acquisition
device
(LAD)
locate
somewhere
in
the
brain,
to
explain
the
readiness
of
humans
since
birth.
On
the
other
hand,
Social
Theories
-­‐with
Bandura
as
the
most
representative
theorist-­‐,
have
proposed
that
children
learn
language
through
imitation
of
sounds
and
words.
But
this
theory
has
been
disproved
because
if
children
just
imitate,
how
can
humans
create
new
songs
and
poems?
The
most
accurate
theory
is
the
Interactionist
Theories.
From
this
point
of
view,
children
need
to
interact
with

3. other
in
order
to
learn
language
and
communication
rules.
They
need
to
practice,
speak
and
be
spoken,
in
order
to
learn
and
develop
language.
Because
I
believe
that
language
is
one
of
the
most
important
capabilities
in
humans,
I
am
going
to
write
about
the
early
language
development
in
children.
Furthermore,
it
is
proved
that
interaction
with
speakers
can
trigger
the
language
development;
I
will
also
suggest
some
learning
experiences
that
will
help
to
improve
language
development
of
our
children.
2.
Research.
Through
the
decades,
several
studies
have
been
done
and
researchers
have
foreseen
the
stages
of
language
development.
Furthermore,
researchers
have
summarized
the
findings
in
milestone
charts.
An
example
is
the
next
image
that
summarizes
the
stages
of
language
development
on
children
between
0
to
5
years
old.

4.
Language
development.
Source:
http://www.ican.org.uk/
Even
if
the
purpose
of
this
article
is
not
addressing
concerning
signs,
I
will
include
some
notes
about
this
matter.
Some
researchers
have
identified
some
red
flags
signs
of
development
[b].
Specifically:
• Does
not
smile
by
four
months
of
age.
• Does
not
babble,
point,
or
make
meaningful
gestures
by
12
months
of
age.
• Does
not
verbally
imitate
the
names
of
familiar
objects
by
18
months
of
age.

5. • Does
not
use
three-­‐word
phrases
by
age
three.
As
suggested
in
the
book
“Einstein
never
used
flash
cards”:
“What’s
the
best
way
to
master
language?
Years
of
research
provide
the
answer:
it’s
not
with
drills
or
computer
programs,
but
with
daily
conversation
that
gives
the
child
motivation
and
allows
time
to
respond”
[a].
That
statement
correlates
with
the
interactionist
theory.
Parents
have
the
opportunity
to
be
an
active
factor
in
the
language
construction
of
our
children.
Additionally,
knowing
that,
we
should
give
learning
experiences
to
stimulate
our
children
to
develop
through
all
the
stages.
I
will
suggest
some
learning
experiences
in
following
sections
of
this
article.
3.
Impact.
The
early
language
development
has
its
foundations
both
in
biological
and
environmental
influences.
Broca’s
and
Wernicke’s
areas.
Source:
http://science-­‐junkie.tumblr.com/post/78872975331/language-­‐
and-­‐the-­‐brain-­‐of-­‐mr-­‐tan-­‐the-­‐year-­‐was

6. Researchers
have
identified
two
regions
in
the
brain
that
are
correlated
with
language
skills
[e],
one
is
Broca’s
area
that
is
involved
in
the
production
of
words
and
sounds.
On
the
other
hand,
Wernicke’s
area
is
involved
in
the
comprehension
of
language.
The
brain
regions
have
to
be
ready
to
produce
language,
furthermore,
damages
in
these
regions
correlate
with
aphasias
and
other
incapacities
with
the
production
and
comprehension
of
language.
Equally
important,
the
environment
plays
a
significant
role
in
the
development
of
language.
Social
interaction
is
crucial
in
the
acquisition
of
language.
Some
studies
have
corroborated
the
importance
of
the
parents
as
scaffolding
providers.
Scaffolding
refers
to
a
variety
of
instructional
techniques
used
to
move
students
progressively
toward
stronger
understanding
and,
ultimately,
greater
independence
in
the
learning
process [i].
The
concept
of
zone
of
proximal
development
(ZPD)
is
also
very
important:
it
refers
to
the
zone
of
the
children
development
that
is
difficult
to
achieve
alone,
without
the
help
and
guidance
of
an
adult
[e].
These
two
concepts
are
decisive
to
understand
how
the
interaction
and
speaking
time
with
our
children
can
improve
the
language
development.
A
real
example
of
this
is
the
Project
Muse,
performed
by
Craig
T.
and
Sharon
L.
Ramey
in
1970.
The
‘Abecedarium’
study
involved
111
children
of
North
Carolina
with
challenging
factors
as
low
income,
low
levels
of
maternal
education,
low
levels
of
maternal
intelligence
and
high
levels
of
unemployment.
They
provided
high-­‐quality
early
childhood
education
during
the
first
5
years
of
the
children’s
live
and
also
supportive
help
such
an
unlimited
formula,
social
services
and
medical
assistance.
They
found
that
“we
can
positively
alter
the
development
of
young,
disadvantaged
children
through
the
systematic
provision
of
early
childhood
education
[d]”.
As
we
can

7. see
in
the
next
table,
treated
children
were
significantly
and
positively
developed
in
vocabulary
and
receptive
language,
among
other
things.
Outcomes
affected
positively
by
the
Abecedarium
program.
Source:
[d].
As
we
have
seen,
many
studies
have
been
done
through
the
decades,
and
researchers
have
identified
the
stages
of
language
development.
Furthermore,
researchers
have
assessed
the
importance
of
speaking
and
interacting
with
our
children.
Knowing
that,
we
should
elaborate
learning
experiences
to
stimulate
our
children
through
all
the
stages.
In
the
next
section,
let’s
talk
about
learning
experiences.

8. 4.
Solution.
As
parents,
we
should
ask
ourselves
what
could
we
do
to
enhance
the
development
of
language
in
our
children.
Fortunately,
there
are
several
things
that
we
can
do.
The
most
important
is
speaking
to
them.
Researchers
have
found
that
the
level
of
mothers’
speech
is
correlated
with
the
amount
of
vocabulary
that
a
children
produce
[d].
Next
picture
is
the
graphical
explanation.
The
more
the
mother
talks,
the
richer
children’s
vocabulary
is.
Effects
of
mothers’
speech
on
infants
vocabulary.
Source:
[d].
Researches
have
defined
the
way
we
talk
with
infants
as
a
‘parentese’.
It
refers
to
the
kind
of
speech
that
parents,
even
adults,
produce
when
speaking
with
children.
It
characterizes
of
slightly
higher
than
normal
pitch,
exaggerated
vowel
sounds,
short
and
simple
sentences,
repetition
exaggerated
stress,
and
pauses
between
sentences
[b].
Either
way,
every
time
we
talk
with
our
children
we
are
helping
them
to
master
language.
Furthermore,
studies
have
suggested
that
baby
sign
is
a
word
booster
for
speaking
language
because
baby
sign
is
an
interesting
way
to
introduce
new
words
[a].
Storytelling
and
reading
books
are
also
good
activities
to
interact
and
use

9. language.
During
infancy,
reading
books
and
storytelling
also
sets
the
foundation
to
early
literacy
because
it
teaches
behaviors
like
book
handling,
turning
the
pages,
recognizing
pictures
and
letters
and
much
more
[g].
Around
5
years
old,
storytelling
enhances
the
production
of
language
too.
Studies
have
pointed
out
the
importance
of
storytelling
using
the
“circle
of
storytelling”
[c].
As
we
can
see
in
the
next
diagram,
when
the
teacher
tells
a
story,
the
children
improve
language
skills
in
several
ways.
Circle
of
storytelling.
Source:
[c].
There
are
other
things
that
we
can
do
to
encourage
speech
and
language
development.
Here
is
a
list
of
tips
for
infants:
• Be
a
good
model
for
your
child.
• Talk
to
your
baby
as
often
as
you
can.
• Talk
to
your
baby
with
different
intonations
and
voices.
• When
the
baby
is
babbling,
respond
to
him
using
similar
sounds.
• Reinforce
them
with
speech,
smiles
and
eye
contact.
• Imitate
your
baby
facial
and
sound
expressions.
• Teach
your
baby
non-­‐verbal
communication
as
clapping,
peek-­‐a-­‐boo,
throwing
kisses,
and
other
hand
games.
• Count
items
and
identify
colors.

10. • Use
expressions
and
move
your
hands
while
you
talk.
• Name
objects
and
expand
sentences
with
the
characteristics
of
the
object
such
as
car,
red
car,
and
big
red
car.
• Read
to
your
baby
while
your
baby
is
in
your
lap.
• Draw
to
your
baby.
Let
him
experience
with
paint
too.
• Allow
baby
touch
books
and
play
with
them.
• Make
a
daily
routine
of
reading
and
storytelling.
• Narrate
everything
you
are
doing
with
the
baby.
• Give
words
to
his
actions.
Comment
while
he
plays
or
does.
• Sing
songs
and
rhymes.
5.
Conclusions.
In
my
opinion
language
is
one
of
the
most
important
skills
of
human
beings.
We
should
give
our
children
significant
experiences
and
stimulation
to
enhance
their
language
development.
Through
the
preparation
of
this
article,
I
have
learnt
how
important
is
the
stimulation
and
interaction
with
the
spoken
language.
Social
interaction
gives
our
children
the
opportunity
to
learn
how
the
communication
works.
Social
interactions
also
help
children
on
turn
speaking
skills
and
effective
communication.
The
good
news
is
that
we
can
help
our
children
just
speaking
to
them
and
spending
time
with
them.
Giving
infants
the
exposure
to
language
encourage
them
to
further
development.

11. 6.
References.
[a]
Hirsh-­‐Pasek,
K.,
Golinkoff,
R.
M.,
&
Eyer,
D.
(2004).
Einstein
never
used
flash
cards:
How
our
children
[b]
Illinois
Early
Learning
Guidelines:
For
Children
Birth
to
Age
Three.
http://illinoisearlylearning.org/guidelines/
[c]
Isbell,
R.
T.
(2002).
Telling
and
Retelling
Stories:
Learning
Language
and
Literacy.
Supporting
Language
Learning.
Young
Children,
57(2),
26-­‐30.
[d]
Ramey,
S.
L.,
&
Ramey,
C.
T.
(2004).
Early
learning
and
school
readiness:
Can
early
intervention
make
a
difference?.
Merrill-­‐Palmer
Quarterly,
50(4),
471-­‐491.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.455.1927&rep=rep1&type
=pdf
[e]
Santrock,
John
W.
Children.
Madison,
WI:
Brown
&
Benchmark,
2014.
Print.
6.1
Websites
[f]
Language
https://en.wikipedia.org/wiki/Language#Origin
[g]
Early
literacy.
http://main.zerotothree.org/site/PageServer?pagename=key_brain
[h]Enhancing
the
Language
Development
of
Young
Children.
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=119
Speech
and
language
milestones
birth
to
5.
http://info.nspt4kids.com/speech-­‐and-­‐
language-­‐milestones-­‐infographic-­‐?&t=6630
[i]
Scaffolding.
http://edglossary.org/scaffolding/
Activities
to
Encourage
Speech
and
Language
Development.
http://www.asha.org/public/speech/development/Parent-­‐Stim-­‐Activities.htm
Activities
to
develop
Speech
and
Language
Skills.
http://www.icommunicatetherapy.com/child-­‐speech-­‐language/child-­‐speech-­‐language-­‐
development/activities-­‐strategies-­‐help-­‐develop-­‐speech-­‐language-­‐skills/