The Development of Communication in Infancies - Coursework Example

Abstract

This paper will briefly explain what linguistics is and what is meant by the development of communication in infancies. It will further identify some theories which describe the development of language and communication in children. Besides, it will provide stages and steps of how language develops in small children from 0 ages to 8 years old. Moreover, it will offer possible ways to assist children in developing language in the right way and how this study will contribute to student knowledge of linguistics. Lastly, research shows language development occurs in children without their conscious.

Ideally, linguistics is the study of language using scientific methods. It analyses how letters, sounds, and words are put together to form a sentence which easies to be understood. Mainly, each language has an arrangement of words and uniqueness to make sentences and to communicate efficiently (Saussure, Baskin 2011). Communication in small children starts as from the moment they are born by crying. In this case, children babble, gestures and cry is an indication of children communication development (Leigh at el. 2013).

Theories of communication development in infancies

Communication development in infancies can be readily understood by studying some language theories. They explain how babies can capture words from interaction from adult and later in lives communicate efficiently (Allen, Bickhard, 2013). First, Nativist Theory by Noam Chomsky, he explains language as an organ that children are born with, and he called this language acquisition device (LAD). LAD assist children in constructing sentences the moment learns vocabulary used. Mainly, he argued that children are born with ability and capacity to understand the language, but it must be attributed to the presence of others around him or her. Nativist theory argues because language in small children is innate. Children only need to use their LAD to understand grammatical principles.

However, the argument by Chomsky is challenged by other authors, who argue that language is not innate, but it involves social and learning process. In this regard, if a child lives in a society where people do not follow language rules and regulation, his or her innate will not help them to be better than people they are staying with. As a result, language is not natural but rather it is learned and practiced.

The second theory about language and communication development in small children is called behavioral concept developed by B.F. Skinner. Skinner argues that children learn language by responding to stimuli in the environment their life. He further provides that; speaking a language is more important than mastering its rules and regulation required. Mainly, behaviorists concluded that children respond to different stimuli using language which is a condition of their surroundings. Notably, children learn the language of their parents or those who take care of them (Skinner, 2014). Notably, Skinner stated that children respond to the surround given by those they interact with, for example, parents and siblings. However, this theory is criticized for focusing on only environmental factor to the development of language and communication in small children.

Third, Social Interactionist theory, this theory focuses on the environment which a child interacts with when growing up. Besides, it argues that ability of children to learn a language and communicate is both biological and social contribution. In this regard, children are born with brains which assist them in identifying language, while social capability helps children to express this ability by listening to those who speak to them (Peterson, 2010). Moreover, different language develops according to the environment; hence communication development depends on context and culture where each child is raised.

Lastly, the Cognitive theory of language development by Jean Piaget, mainly, communication is developed by symbols and structures, which display by the maturity of child mental and brain development. Piaget argues communication development, is as a result of maturity which is gradual and advances as children continue to grow up. However, he explained that children communication development is not smooth that it is affected by some of the transitions in their bodies.

Development stages of communication in small children

It is argued communication, and language development starts even before the child is born. When a woman is almost to give birth, a fetus is capable of hearing sounds and communication outside their mothers' bodies (Bates, 2014). Moreover, they are more attracted to human voice or sound more than any other sound. However, a cry at the time of birth confirms the ability of the child to communicate.

Mainly, from birth to three months old, infants are capable of recognizing their mother's voice and can smile when people talk to them. Moreover, they are also to identify an unfamiliar face and do not respond positively. Notably, this indicates a child is growing and able to communicate using facial expression. At this stage, a child can produce sounds which indicate discomfort or need of a particular thing, for example, they cry's to be fed. Further, infants can repeat some vowels such as a, aah and sounds. Consequently, this indicates communication as a process and develops each day from biological factors and environmental exposure.

At three months to six months, a child has developed some ways of communicating such as mimicking sounds and use gestures to tells their concerns and desires. In particular at this stage children can express excitement toward scenario, for example, they jog when they identify a familiar person has arrived (Bates, 2014). Further, their sound develops to pa, da, and ma. Notably, child sound depends on the language his family talks.

Child communication development is easy to observe, at the age of six months to twelve months, child communication skill has advanced, and they can use more than twelve sounds while bubbling (Bates, 2014). Besides, they are capable imitating different sounds and follow up song lyric by bubbling and changing using intonation. Moreover, many children will be able to call "mama," "dada" and "bye-bye."

Further, communication in children is continuous, because, between nine and twelve months, they can listen when people talk to them and respond to the simple command. Additionally, they are also capable of naming their family members, while associating different sounds with different people. As a result, they are also aware of their name and seize to cry in demand for something, but instead, they shout and scream or use sounds.

Notably, when a child is more than twelve month, their communication become more comprehensible, in this case, they can use partial words, recognizes names, ask for assistance using sounds and gestures and are cable of laughing correctly (Bates, 2014). Moreover, at this stage, a child will be able to use many sounds to express different feeling and things.

Between the age of fifteen and eighteen children can completely pronounce twenty nouns and tries to put two short words together during communication. Additionally, many of their words can be understood efficiently by outsiders (Bates, 2014). Also, they are capable of recognizing all parts of their bodies by touching and naming simple ones.

At the age of two years old, most of their language is understood by outsiders and can combine three words to make a sentence and ask a two-word question. Mainly, this becomes the first time a child will try to communicate with other through talking. It is articulated that between the age of two years to eighteen years children learns an average of nine months per day without forgetting the initial one.

Mostly, at three years old children are capable of naming different things such as people, toys colors and toys (Bates, 2014). Interestingly, they are capable of differentiating present, past and future tenses. Between age four and eight years many children can continuously talk and identify their grammar and mispronunciation of different words in their language.

Although, communication is proved to be biological and environmental influenced, parents and those living with children can assist infants and toddlers practice and promote their communication development by involving children in a conversation. Moreover, they should get involved with activities children have interest on, engaging in music activities, using different words and grammar, using gestures to communicate and lastly, provide children with the names of people, animals, and objects (Bates, 2014).

Mainly, this paper will help linguistic students to understand communication process efficiently. It will also motivate them to play a part in communication development of the children surround them. Lastly, in case they identify any prolonged delay, they can assist the child by taking it to medical personnel or language therapist.

In conclusion, communication development in infants is based on environment and biological factors. Mainly, it is the role of parents to expose their children to the right language they would like their children to learn. Besides, parents or those living with the child have the initiative to assist them in developing their communication.