Sample Psychology Essays on Infant Language Development

Language and communication skills are crucial to a child’s development. Good communication skills make children better and able to socialize and learn from the environment around them. Children often learn to communicate in stages, with articulation and language developing independently. Communication involves speech that defines a child’s verbal communication, and language that defines the rules that children share to express themselves. The rate of development always vary in children, however, their speech and language development generally occurs in specific stages.

In the early stages of language development, children’s brains are geared up to learn and understand sounds used in speech. Hence, they can attempt to mimic, repeat them, and make-up sounds of their own. Once they have reached three months, children may make cooing sounds in response to certain voices. After six months, children may be able to babble and gaggle. They may also move their eyes in the direction of the sound. After twelve months, an infant may mimic speech sounds, recognize the common words, and understand simple instructions. After eighteen months, a child may be able to use up to ten words. The child may also be able to assemble a couple of words and make a sentence. By the age of two, the child may use simple phrases and have a vocabulary of up to 40 words. By the age of three, a child may have started to use language for various reasons such as telling stories (Beeghly 743). I would like to tell Johnny’s parents that he is having typical language development as his development appears to be significantly consistent with normal child development. For instance, he uses up to 10 words, however, he is not yet speaking in full sentences.

Making-up and hearing sounds, forming words, and creating sentences are the three basic stages that children encounter when developing language skills in their early stages. From birth, children can make-up and hear all sounds of all languages, and try to mimic or repeat the sounds (Gates 53). Moreover, children often try to learn how the sounds in a language go together to have a specific meaning, hence, learn to form words. They also learn how to create sentences. This means that they always try to create a meaning from the words they know by bringing them together. You can help Johnny to improve or enhance his language skills by helping him to repeat the words he says. Moreover, you can always expand his words or sentences. For instance, when he says “I want that”, you can add, “I want a plate of food.”

 

Works Cited

Beeghly, Marjorie. “Translational Research on Early Language Development: Current Challenges and Future Directions.” Development and Psychopathology 18.3 (2006): 737-757. Retrieved from https://www.cambridge.org/core/journals/development-and-psychopathology/article/translational-research-on-early-language-development-current-challenges-and-future-directions/3D21236CF441D6470FDD4C8E134CA2B9

Gates, S-S. Speech Processing In Typical and Atypical Language Development: Using Non-words to Map the Way. Diss. UCL (University College London), 2011. Retrieved from http://discovery.ucl.ac.uk/1140259/1/1140259.pdf