Even from within the womb, babies are trying to communicate. A return kick to a tummy rub, a punch to a loud song, these are the earliest forms of communication. The awareness of speech sounds is also developing at this time. Researchers have been able to determine this by using the fetal heart rate test to track an unborn baby’s heart rate in relation to external sounds. They have discovered that unborn baby’s heart rate will decrease at the sound of their mother's voice (Fitzpatrick, 2002). An important strategy for early promotion of language is introducing the unborn baby different types of speech. Having continual communication is important. By reading stories, singing, and even talking to the baby, parents can help to promote developing language skills.
After birth, and leaving the underwater world of the womb, an infant will begin to vocalize his or her communication. From birth until about 4 months of age, this communication consists mainly of reflexive crying to express feelings (Fitzpatrick, 2002). At this point, it is imperative to continue speaking with the baby. Mirroring sounds and early words, responding to her communication, and answering her cries are all ways to start an infant on the road to speech. Studies of babies’ interactions with their caregivers show that these interactions foster behaviors that contribute to their emerging identities (King and Park, 2003). At this stage, reacting to crying is extremely important. The best strategy at this level is understanding her cries and expressing the desired response. Showing interest and attending to the baby’s needs shows that the communication is working and builds the attachment and trust between child and caregiver.
The next stage of communication is what has been referred to as “babbling.” At the age of around 4 to 6 months babies start to make many more sounds. Before speaking words, babies practice the sounds, intonations and rhythms of language (Fitzpatrick, 2002). Through interactions with caregivers and other members of their community and environment, babies mirror and learn early language skills. They also become linguistically and culturally competent members of their community (King and Park, 2003). Much of this relates to the way that caregivers react and respond to the communication attempts of the baby. In a “child-centered” context, caregivers engage babies in conversations and routines such as greetings and question-answer from birth, directly speaking with baby so she will understand. These caregivers often adjust their speech to children by using baby-talk and trying to interpret unintelligible utterances. This helps to socialize children with simplified language and introduces them gradually to adult language (King and Park, 2003).
Another type of context is called “situation-centered” where caregivers do not mirror babies’ voice patterns and babbling. In situation-centered contexts, caregivers expect babies to learn and understand adult language. Although this is often frustrating, the interpretation skills that children acquire are considered essential to being competent in the use of speech (King and Park, 2003). An important strategy for language promotion at this stage is to repeat words that a baby tries to utter. Also, continue to be attentive to the point the child is trying to make.
By around 14 to 20 months of age, a child will usually speak actual words. They begin with simple words that they have heard often, such as “mama” or “dada.” These words eventually turn into two-word phrases, which is the next step on the journey of speech. Two-word phrases such as “come baby” or “doggie gone” begin around the age of 2 years. By this point, a baby should have around 50 words in her vocabulary. When a child can link two words together, it shows an understanding of both words and content. Object and action words are understood and expressed. Language socialization research provides important insight into young children’s linguistic and cultural development and helps us understand the relationships between the cultural context and the use of language with and around children (King and Park, 2003).
Jill Diana Geruntho-Chasse has been working in the maternal/child health field for over 14 years. She has worked in labor and delivery rooms, as well as home environments, attending and assisting with numerous births. She has a degree in human behavior, a master's degree in public administration and human resources, and has completed her advanced clinical hypnotherapy certification course in 1997. She has also completed an alternative childbirth education certification.
References:
Fitzpatrick, M. (2002) Theories of Child Language Acquisition. Child Language Acquisition [Online]. Available [2004, February 4].
Hetherington, E.M. and Parke, R.D. (2003). Child Psychology: A Contemporary Viewpoint (5th Ed.). New York: McGraw-Hill.
King, K. and Park, E. (2003) Cultural Diversity and Language Socialization. The Early Years [Online]. Available [2004, February 4].
