The document discusses language development in infancy from birth to 12 months. During this prelinguistic stage, infants develop the ability to comprehend speech and begin to communicate intentionally through gestures and vocalizations before using words. Their speech perception abilities become tuned to the sounds of their native language. Caregiver interactions like baby talk, labeling objects, and responsive conversations influence infants' early communication development. Joint attention to objects and turn-taking interactions help infants understand communication is possible.
Thriving with Adult ADHD: The Science of Feeling Good!Graeme Dyck
Attention Deficit Hyperactivity Disorder (ADHD) is a medical condition that has widespread consequences on the mental health of individuals and families. Approximately 5% of adults meet the diagnostic criteria for ADHD. 75% of children diagnosed with ADHD in childhood continue to experience the symptoms in adulthood. Adults with ADHD face unique challenges in their employment and relationships, and benefit from specific learning strategies. This seminar will answer the following questions: What causes ADHD? What are the signs and symptoms of adult ADHD? What are the costs of ignoring it and benefits of diagnosing it? How can it be managed? What strengths can emerge when it is addressed?
Thriving with Adult ADHD: The Science of Feeling Good!Graeme Dyck
Attention Deficit Hyperactivity Disorder (ADHD) is a medical condition that has widespread consequences on the mental health of individuals and families. Approximately 5% of adults meet the diagnostic criteria for ADHD. 75% of children diagnosed with ADHD in childhood continue to experience the symptoms in adulthood. Adults with ADHD face unique challenges in their employment and relationships, and benefit from specific learning strategies. This seminar will answer the following questions: What causes ADHD? What are the signs and symptoms of adult ADHD? What are the costs of ignoring it and benefits of diagnosing it? How can it be managed? What strengths can emerge when it is addressed?
This powerpoint presentation describes the concept of safe and wholesome water, daily requirements of water, sources of water supply (describing each sources in brief) but giving emphasis on sanitary well, purification of water on a large scale in brief and purification of water on small scale focusing on household level and disinfection of well. Emphasis is given on chlorination.
It discuss about what is hearing impairment, meaning, types, degree of hearing loss, sign and symptoms, Teaching Approaches with Regard to Hearing Impaired Learners & PREVENTION & REMEDY
This powerpoint presentation describes the concept of safe and wholesome water, daily requirements of water, sources of water supply (describing each sources in brief) but giving emphasis on sanitary well, purification of water on a large scale in brief and purification of water on small scale focusing on household level and disinfection of well. Emphasis is given on chlorination.
It discuss about what is hearing impairment, meaning, types, degree of hearing loss, sign and symptoms, Teaching Approaches with Regard to Hearing Impaired Learners & PREVENTION & REMEDY
1.The first five years of a childs life are crucial to theikendahudson
1.
The first five years of a child's life are crucial to their physical, mental, social, and emotional development. Based on the reading, discuss what are the most important things (give us your top 3-5) for parents to do to promote healthy growth in all areas of a child's development?
2.
Discuss various ways can parents promote self-regulation within their children?
Effective parenting is essential to children’s growth and development. Parenting young children is a challenging and often isolating task, but good parenting is essential to the well-being of children. In this lesson, students will explore children’s growth, skillful parenting techniques, ways for parents to access needed support, and how to monitor and supervise media use for their school-age children.
Topics to be covered include:
· Techniques to help children aged 0- 5 years develop positive relationships with family and peers.
· Parenting techniques that help children aged 0-5 years learn to regulate their behavior and develop problem solving skills.
· Ways in which parents support children’s cognitive, physical, social-emotional and language development during the first five years of life.
CONTINUE
· Most parents bring their newborn home and feel utterly overwhelmed--even parents who have done it before. Caring for a new baby is all-encompassing. Newborns need to eat round-the-clock, and typically have highly erratic sleep behaviors. During the course of the first year, the parents gain confidence, and the infant begins to regulate itself and gain a wide range of developmental skills.
Sleep
Routines for sleep vary depending upon parent preferences. Some parents are happy and willing to breastfeed or rock an infant to sleep regularly, while others value more independent sleep. Providing comfort during the transition to sleep helps the infant develop healthy attachment, so encouraging independent sleep is not appropriate in a young infant, under six to nine months. Increasingly, experts are recommending more gentle transitions to independent sleep, rather than the traditional suggestion to just leave an infant to cry.
The American Academy of Pediatrics (AAP) provides parents with a distinct and important set of recommendations regarding infant sleep. These recommendations are designed to prevent SIDS or sudden infant death syndrome. The causes of SIDS remain largely unknown; however, the following measures have been scientifically proven to reduce the risks:
· Breastfeeding and immunization reduce the risk of SIDS and are recommended.
· Infants should sleep on a firm, flat surface without soft bedding, including crib bumpers.
· Infants should sleep in the parents’ room, in an infant-appropriate sleep space, like a crib.
· Babies should always be placed to sleep on their backs, without positioners of any sort.
Sleep and bedtime routines can help to smooth the transition for older infants, toddlers and preschoolers. Common routines include a bath, a final sna ...
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
The nature/nurture conflict gives parents and child development specialists cause for much discussion. A child's temperament and, therefore, his actions are indeed greatly affected by his gene pool. How a parent is able to deal with that child and his actions will considerably affect the outcome of his upbringing.
It is widely accepted that a child whose needs are attended with reasonable speed will learn that the world is a dependable place. This trust in others gives him the base he needs to develop trust in the most important person in the world - himself.
Some parents believe they will spoil a child if they give too much attention to the child as an infant. They do not hold the child frequently, do not believe in rocking a child, and allow the child to cry for long periods of time instead of picking him/her up. Children cannot be spoiled by parents who provide loving care. But the parents must respect themselves enough, not to allow the child to become a tyrant over them.
Parents who are realistic and consistent in their expectations of their children will raise children with firm foundations for independence. Independence for their children should be the goal of parents. What do parents need to do for their children, to show they are realistic and consistent, and to pass along the love and respect children need?
Infants' needs must be met reasonably. If a child cries, he/she is signaling he/she is either hungry, wet, or uncomfortable. A parent must attend to an infant in a reasonable time to teach the infant trust. Infants need verbal and tactile stimulation from the parent. A parent's talking, cooing, or singing to an infant increases the child's learning process. Tactile stimulation of holding and rocking are necessary for the infant's emotional health and growth.
On the practical side, infants should live in clean, safe surroundings. This includes regular baths and diaper changes, being fed regularly as directed by a physician, and receiving regular checkups and immunizations.
What a parent does for and with an infant is expanded, as the child grows older and more independent.
The older child continues to need verbal and tactile stimulation. This can be provided in the way a parent shows affection and teaches his/her child about life. The older child needs consistent care, which includes encouragement to learn by being allowed to explore his/her surroundings. When the child is school age, the parent must express encouragement of learning by being interested in his/her school attendance and progress.
As a child becomes an adolescent the parenting task becomes different, yet the same. The older child is preparing to become independent of the parent. It is at this time that realistic and consistent parenting will pay off. A child raised with respect will generally respond with respect to his/her parent.
A parent should never relax in his/her role as a parent. A parent must always be on the job to provide nurture, love, acce
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. This covers the Prelinguistic stage of language development:
approximately the first 12 months of life.
• During the first year of an infant's life speech-perception abilities gradually become
shaped by the language heard so that the ability to hear the differences among many of
the sounds that are not used and their language is lost by about one year of age. By
late and their first, infant's normally will have had a great deal of experience listening to
speech and will begin to comprehend the meaning of some words.
• Thus, the infant does not use words, they tend to babble more in social situations.
Communication Development in Infancy
Communication Development in Infancy
3. *Although, every child
development differs
from one another.
Typical patterns of Responses to Sound and Speech in the
First year of life
Newborn • Is startled by a allowed noise
• Turns head to look in the direction of the sound
• Is calmed by the sound of a voice
• Prefer mother's voice to a stranger
• Discriminates mania the sounds used in speech
1 – 2 mos. • Smiles when spoken to
3 – 7 mos. • Respond differently to different intonations (friendly or
angry manner)
8 – 12 mos. • Response to name
• Response to ‘no’
• Recognize phrases from games (peekaboo or close-
open gestures)
• Recognize words from routines (waves to say goodbye)
• Recognize some words (mama or dada)
• Thus, both the adult
and the infant are
constantly influencing
one another in
establishing
conversation like vocal
interactions during a
period will before the
child uses words.
5. 1. The child makes eye contact with the partner while gesturing or vocalizing
often alternating his or her gaze between an object and the partner.
2. The child gestures and vocalizations have become consistent and ritualized.
Deciding whether any one instance of behavior is intentionally communicative of an infant
is very difficult. So, here are the criteria to distinguish them:
Ex: Opening and closing her hands while she wanted something rather than attempting to
reach the object herself) the vocalization she used, ‘eh eh’ as one that she consistently used
in situations in which she wanted something.
• Another child would probably use a different sound in the same it is a communicative
signal invented by a child.
6. 3. After a gesture or vocalization the child poses to wait for a response from
the partner.
4. The child persist in attempting to communicate if he or she is not
understood and sometimes even modifies behavior to communicate more
clearly.
• When an infant's behaviors are viewed in terms of such criteria, there is not a distinct boundary
between behavior without communicative intent and intentional communication, nor an exact
age at which we classified an infant as intentionally communicative. Rather, the child moves
gradually toward an understanding of goals and the potential role of others in achieving them.
7. Like, an infants raging from 6-13 mos. held a desirable toy out of reach.
8. When we try to determine whether an infant has begun to communicate
intentionally, even small differences in the situations observed or the criteria used to
classify gestures or vocalizations as intentional will affect our judgments, but
certainly the transition from unintentional communicator or to intentionally
communicator there is a major development for both the child and the child's
caregivers.
This is not to say that the infant who is not yet using words understand the
community the communicative process in the same way an older child does.
9. Most systems distinguish at least between vocalizations or gestures that
influence the listener to do something and direct the listener's attention.
1. Imperative Communicative Function
A. Rejection
Consistent gestures or vocalizations are used to
terminate an interaction.
• Example: The child pushes away on offered
object and vocalizes, or uses a gesture or
vocalization that and an action.
10. B. Request
Consistent gesture or vocalizations are used to get the partner to do something or to help
the child achieve a goal.
• Request for social interaction. Used to
attract and maintain the partners attention like a
child who is being ignored might use a vocalization
or gestures to get the caregivers attention
• Request for an object. Used
to indicate desire for an object
that the child cannot reach
11. • Request for action. Used to initiate an action by the listener like the
infant might lift her hands and use vocalization when she wants to be
picked up.
2. Declarative Communicative function or comment
Consistent gestures or vocalizations are used to direct the partner’s attention for
the purpose or jointly noticing an object or event.
Example:
• The infant might show
an object to the
caregiver by holding it
out and vocalizing, or
the infant might give an
object to the caregiver.
• Pointing used for directing the partner’s
attention to an object.
12. Early communication takes place using both gestures and sound.
Pointing
• Most infants begin pointing at objects or pictures between 6 and 10 months of age.
• They learn that the appropriate response to a caregiver's point is to look in the direction
indicated by the finger, not at the end of the finger itself.
• By 12 months, meaning infants will point at an object themselves and then shift their gaze
to make eye contact with the listener, checking whether their points have been noticed.
In the infant's development, both gestures and sound can, and normally do,
serve as symbols. The emergence of both types of symbols reflects an
important development or change in the child's mental ability.
For understanding the gesture, they also begin to understand words.
13. Early communication takes place using both gestures and sound.
Vocalizations (Babbling)
• It's used by the children shortly before they begin learning conventional birds have
received much attention because they form an interesting lie between pre-linguistic
communication and speech.
• It contains consistent sound patterns and used in consistent situations, but are unique to
the child rather than based on the adult language, are referred to as Protowords.
Ex: lala = grandmother, mama = mother, dada/baba = father, mmm = yes/being angry
14. Vocalizations
• Sometimes, vocalizations are always
linked with particular gestures (like hand
waving).
• Over time, the vocalizations became
more phonetically stable and less tied to
a particular action.
15. Low-structured Observation (method)
• The caregiver is instructed to play with
the child in a natural way, and a trained
observer scored the child's behavior
either during the session or from a
videotape.
16. Structured Observation (method)
• One manipulates the situation somewhat to increase the likelihood off of serving the
behavior of interest.
Example: a communicative impatient task could be used to entice the child to
produce requests.
The child might be presented with an attractive toy inside a slight tightly covered
plastic container. An infant who is not yet communicating intentionally might
bang the container and fuss or cry in frustration, while another preverbal infant
might hand the container to an adult, make eye contact, point to the toy and/or
vocalize, and persist in such behaviors that seem to be directed toward adult.
Similarly, one could see how the child Express as rejection by presenting the
child with a less desirable boy while more desirable toys are interviewed but out
of reach.
17. MacArthur Communicative Development Inventory (CDI)
• The mother's child is asked to report on the words comprehended or said and is
asked specific questions about her child's communicative behavior, in which
mothers are able to identify their children's communicative act consistently.
• Used for infants 8 to 16 months of age and the other for toddlers 16 to 30 months of
age.
Thus, these assessments have revealed that there are wide variations in the ages at
which children learn language, a continuing goal in research is to find reliable early clues
that would predict whether a child is having difficulty acquiring language
18. Piaget Cognitive Development
• Created by Swiss psychologist Jean Piaget's hypothesis that supports the
emergence of International Communication.
• It argues that the infant is innately endowed with certain reflexes and with basic
processes for learning from its interaction with objects in the environment. Thus, the
infant's knowledge is constructed through a series of predictable stages in cognitive
development.
19. Piaget Cognitive Development
• Between ages 8 and 12 months (Piagetian stage 4), infants begin to understand the
relation between actions and outcomes. She will begin to experiment with actions to
see what the result will be, and start to be able to think ahead about what the result
of action might be. Also during this period, the infant will begin to anticipate what
typically happens to her surroundings, which babies begin to communicate
intentionally when they have learned that they are causes for events.
Ex: A crying child who assumes that the caretaker will
leave her just by looking that she’s standing up.
Hence, the infant is attaining a means-ends concept,
understanding that problems can be solved mentally so
that a goal can be attained by methods other than trial-
and-error.
20. Piaget Cognitive Development
• Although this is very influential, other terrorists have pointed out that it's just limited
to learning the child's understanding of the material world.
• Ignoring the importance of the child's social nature. There is a major maturational
change takes place in the infant's social cognition. Around 9-10 months the infant
becomes able to share experiences with others.
21. The Social Context of the
Preverbal Infant
In describing the social context in which communication emerges.
22. Baby Talk (a speech address to babies)
• Also called as Infant-directed Speech (IDS) and Child-directed Speech (CDS).
• Is an adult imitation of childlike speech (Your my tweetie pie?) and special
vocabulary words like choo-choo and go-go-gaga, along with string denials that you
would ever use baby talk.
• Have Prosodic features like higher pitch, more variable pitch, and exaggerated
stress.
24. Baby Talk
• Researchers find out that 6-month-old babies preferred the positive effect, whether it
had the typical baby talk features (high/exaggerated pitch) or not (normal style),
babies prefer "happy talk" rather than baby talk.
• Children can learn language even if they are not in loving interactions, given their
flexible language abilities, but adult-infant attachment may be involved in their
optimal development.
• Thus, babies learn best from “happy talk,” which the caregivers mood affects their
language development.
25. The sound of the caregiver's voice provides the foundation for the child's entry
into language learning.
• This means that the voice will continue to carry information about the emotional
state, but the child will eventually discover that it also consists of sound, that these
sounds create meaningful words, and that the words combined to convey even more
complex messages.
Word learning itself could also be facilitated. There is a tendency to pronounce
labels for objects more distinctly in baby talk.
However, as the time changes, Baby talk varies, which we do not know yet how the
adult should talk to a child.
26. It is argued that the mother's primary goal in talking with their infants was to have a
conversation with them. Even when the adult knows that the infant does not yet understand
language, the adult behaves as if the child's response is a turn in the conversation.
27. Observing the conversations, as the adults allowing the infant's behavior in a turn-taking
manner of interaction shows it affects in the infant’s behavior, which is to produce more
speechlike response or vocalizations.
• Behaving this way tends to help the child get the idea that communication is possible.
Adults Interpret Infants Behavior
2 mos. old crying = wanting a diaper changed or being hungry (discomfort)
• Interpreting different message with different cries, and noticed the correspondence
between the vocalizations and the effect they have on others
28. Children learn to talk with a wide range of linguistic experiences.
• As the caregiver's talk to infants in a way that is not only in teaching but also
encourages the baby to participate affects their rate of language development.
• Compares to a mother’s interaction of consistent short utterances makes the child
gained better responsive language abilities.
29. Ex:
Playful Interaction - Like wiggling a toy cow and says, "Look at the Cow! What
does the cow say? It says 'mooo-mooo'"
Objects Labeling – Like pointing a banana fruit and teaches the child how to
say it.
30. Words are most likely to be learned when adults focuses on what the child is
interested in, providing a word at the moment, rather than trying to direct the
child's attention and actively teach the child vocabulary.
• Around nine months of age, infants begin to understand that other people are
intentional beings, have thoughts and goals, and that there can be a sharing of minds.
• Children whose mothers encourage joint attention to the objects and supply labels for
them, increase the cobbler is faster in the early language acquisition period.
• Joint attention is based on a positive and affectionate relationship between the infant
and adult in which they share experiences. (Ex: Flashcards play and other drills)
31. • Child-centered interaction can affect more than just for vocabulary. It is more productive
by using contingent comments (comments made when the mother discusses an object
of joint focus of attention or narrated an ongoing activity), this predicted better language
skills latter months of infancy.
• When the caregiver follows the child's interests and bases the next utterances on what
the child is focusing on, the caregiver is employing a verbally sensitive or responsive
interactional style, contrasted with a style that is constantly redirecting the child's
attention (like pointing).
32. • Although, a child's linguistic development matters and differs in cultural values.
• Cultural values may begin to be transmitted by mother-infant interaction at a very early
age, affecting subtle aspects of child social socialization, like how American, Japanese
and Botswana cultures have different interactions with their child's development.
• This resulted that infants generally comprehend many words before they begin to say
words themselves.
33. • The way these highly structured situations, like games and routines, can provide
formats for the development of early communication signals.
• Eventually, within the game context, both a parent and a child are truly communicating
with each other, such interactions may help the child get the idea that it is possible to
communicate, and eventually know what is said in particular communicative situations.
34. • The way these highly structured situations, like games and routines, can provide
formats for the development of early communication signals.
35. The expression of
communicative
intent before
speech
the overall quantity of speech that the
child overhears is not so important for the
rate of language development, but the
quantity of direct adult-to-child speech is.
Like how caregivers language usage
does at least affect