Need to be a  minimum of a 250-word in APA style. The subject line of your discussion should be the title of the video that you watched.  Be sure to include a minimum of a 250-word response using your observations and a minimum of one source to support your claims.  Your reference(s) should appear at the end of your discussion and be formatted according to APA.    ------------------------------------------------------------------------------------------------------------------- Video Observation Discussion We have learned in Chapters 5 and 6 that we are able to understand children's language development stages by observing their processes and interactions.  Preview the three videos listed below from Chapter 6 of your text, which are focused on children’s language interactions. The children shown are in various stages of language development. Choose one of the three videos to conduct an observation and identify the child's language development stage.   Write your observations of the child, which should support your conclusion of developmental stage.  Support your responses with the evidence from the textbook.   Chapter 6.2 Babbling Babbling If the earliest vocalizations are the warm-up, babbling can be thought of as “dress rehearsal” for language (see The Impor- tance of Babbling). “Although precisely how babbling relates to language development is not yet clearly understood, psychol- ogists and linguists have sug- gested that babbling serves at least two functions: as practice for later speech and as a social Crawling is an important developmental stage; it helps infants develop muscular strength and large motor skills. It also provides a way of expanding their experiences. Pixland/Thinkstock CHAPTER 6Section 6.2 From 6 Months to 1 Year reward” (Mihalicek & Wilson, 2011, p. 324). At first, infants’ babbling may sound like ran- dom noises with only a few of the sounds resembling language, but gradually the noises start to take on the characteristics of the language or languages around them. In fact, over the next months and extending into the stage when first words appear, it is possible to see steady growth toward real words. By the time they are 6 months old, babies begin to produce recognizable syllables such as ba, ma, and da. Within 2 months, most babies will begin to reduplicate these sounds, creat- ing baba, mama, and dada. Many parents will hear these combinations of sounds as words, but it is unlikely at this point that babies intend any meaning. Rather, they are rehears- ing the sounds they hear and are beginning to differentiate those that correspond to the language around them from those that do not. During the final stage of babbling, babies begin to create two-syllable utterances (some of which may be words) by adding one syl- lable to an entirely different one, thus producing forms such as ma me. In most children, this final stage of babbling occurs around 10 months and is coincident with first words. The .

1. Need to be a
minimum of a 250-word in APA style.
The subject line of your discussion should be the title of the
video that you watched. Be sure to include a minimum of a
250-word response using your observations and a minimum of
one source to support your claims. Your reference(s) should
appear at the end of your discussion and be formatted according
to APA.
--------------------------------------------------------------------------
-----------------------------------------
Video Observation Discussion
We have learned in Chapters 5 and 6 that we are able to
understand children's language development stages by observing
their processes and interactions. Preview the three videos listed
below from Chapter 6 of your text, which are focused on
children’s language interactions. The children shown are in
various stages of language development. Choose one of the
three videos to conduct an observation and identify the child's
language development stage.
Write your observations of the child, which should support your
conclusion of developmental stage. Support your responses
with the evidence from the textbook.
Chapter 6.2 Babbling
Babbling If the earliest vocalizations are the warm-up, babbling

2. can be thought of as “dress rehearsal” for language (see The
Impor- tance of Babbling). “Although precisely how babbling
relates to language development is not yet clearly understood,
psychol- ogists and linguists have sug- gested that babbling
serves at least two functions: as practice for later speech and as
a social
Crawling is an important developmental stage; it helps infants
develop muscular strength and large motor skills. It also
provides a way of expanding their experiences.
Pixland/Thinkstock
CHAPTER 6Section 6.2 From 6 Months to 1 Year
reward” (Mihalicek & Wilson, 2011, p. 324). At first, infants’
babbling may sound like ran- dom noises with only a few of the
sounds resembling language, but gradually the noises start to
take on the characteristics of the language or languages around
them. In fact, over the next months and extending into the stage
when first words appear, it is possible to see steady growth
toward real words.
By the time they are 6 months old, babies begin to produce
recognizable syllables such as ba, ma, and da. Within 2 months,
most babies will begin to reduplicate these sounds, creat- ing
baba, mama, and dada. Many parents will hear these
combinations of sounds as words, but it is unlikely at this point
that babies intend any meaning. Rather, they are rehears- ing
the sounds they hear and are beginning to differentiate those
that correspond to the language around them from those that do
not. During the final stage of babbling, babies begin to create
two-syllable utterances (some of which may be words) by
adding one syl- lable to an entirely different one, thus
producing forms such as ma me. In most children, this final
stage of babbling occurs around 10 months and is coincident

3. with first words.
The Importance of Babbling Although it is hard to say with any
precision exactly how babbling relates to later language
develop- ment, much of what we know about babbling in infants
constitutes evidence that it does play an important role. We
know that •
babbling gives babies practice in using the articulatory
system—especially the mouth, tongue, and lips—that they will
eventually use to talk; • early babbling sounds pretty much the
same all over the world; •
children who are deaf do babble, but they tend to start a little
later. If their parents sign to them, they may start to “babble”
with gestures; and •
one of the first identifiable speech sounds is m, a sound that a
contented baby can make while nursing. To hear different kinds
of babbling sounds, go to the Weblinks section at the end of the
chapter and find the link under “Babbling.”
First Words Babbling is articulatory practice for producing real
words, but using real words intention- ally to express meaning
is a result of the categorization and concept development that
has been going on since birth, as we learned in Chapter 5. The
age at which children begin to produce real, intentional words
varies, but it is usually around 1 year, although there is no
cause for concern if the first words do not appear until 16 or
even 18 months. Some infants simply take a longer time with
warm-up and rehearsal, and there is undoubtedly a great deal of
categorization conceptualization going on as well, learning that
is important to language acquisition but which is unobservable.
Whatever language the child speaks, the first words will be
concrete content words (mama, cookie, doggy). That is because
children’s first words tend to grow directly out of their

4. experience.
CHAPTER 6Section 6.3 From 1 to 2 Years
Researcher Margaret Harris and colleagues (Harris, 2004)
studied four children from the age of 6 months until 2 years old
to determine how their first words were used and, in particular,
the degree to which they reflected their mothers’ use of the
words. They asked parents to keep a word diary for each child,
recording the use and context of each word. The researchers
also filmed interactions between the mothers and children at 2-
week intervals. Once they were sure that a child was using a
word and not just babbling, they examined the mother’s
utterances over the previous month to discover how many times
the mother had used the word and the context in which she had
done so. Studying a total of 40 words, they discovered that in
33 instances, the child’s use was identical to the mother’s, and
in only 3 instances out of the 40 did the child’s use bear no
resemblance at all to the mother’s. In an earlier study, Harris
had con- cluded that “78 per cent of maternal utterances to 16-
month-old infants referred to objects on which the child was
currently focusing attention” (Harris, 2004). Therefore, it is not
surprising that children’s first words are so firmly rooted in
their interaction with the world around them. These words are
usually the names of familiar objects or persons—mama, daddy,
nana, cookie, and jump. At this stage, the sounds of those words
may be imperfect, as we saw in Chapter 3. Isabelle, for
example, could articulate mama and daddy almost perfectly, but
nana (for banana) left off the first syllable. Cookie was
pronounced “kookoo” and jump was “yum.”
When children begin to use a word, often they will use it only
in a single context. Margaret Har- ris gives the example of a
child named James who “initially used the word mummy only
when he was handing a toy to his mother and there only when
pointing up to a picture on a frieze” (Harris, 2004, p. 85). Not

5. all early words are used in lim- ited contexts, however. One of
the most common examples is the word more, which children
often use in a variety of contexts—to request another cookie,
more milk, or the repeat of an activity.