Critical Periods in Development: Joint Attention and Language Development - Essay Example

? Laser and Laser 2 07th May, Laser and Laser 2 Critical Periods in Development Critical periods can be defined as specific times when development remains highly affected by the environment surrounding an individual. This paper seeks to identify the various critical development periods experienced by children during their early period of life. Child development could be classified into various important stages beginning from conception, and continuing through the life-cycle of the individuals. This paper looks at the sequential classification of the various critical development periods in children. Within the context of the paper, the various stages of personal growth at different critical periods in development have been identified (Knudsen, 2004). Each critical development period presents different development elements within the individuals. The development of these elements, like language proficiency and their relationship with other people within the development periods, is discussed. The paper also seeks to analyse what happens when these elements occur at different periods, other than the critical period and the effects this has on an individual (Kuhl et al., 2005). Individual development occurs in a sequential manner followed by the physical development of the individuals. Physical development continues independent of the various environmental factors affecting the development of elements which are absent at birth. The certain elements like speech begin to develop as individuals grow. Certain ages could be identified as critical periods for such development (Kuhl et al., 2005). These critical periods are normally reflected through behavioural changes observed in child development. These periods, however, remain properties of neural circuits occurring during the development process experienced by children. The experiences encountered during critical periods become exhibited in behavioural changes signifying development (Knudsen, 2004). The stability of these changes also improves, and the individuals attain the capacity to coordinate several functions related to the behaviours being observed. In development of language within children, the critical period occurs between 11 months and 24 months. This age marks the critical development period for language, whereby, individuals begin to acquire language acquisition skills. These are exhibited through construction of short syllabic words, normally in the parents’ language dialect. During this period, children are able to learn the language skills quickly and easily. Language development occurring at later stages other than this period remains characterised by lack of fluency and coherency when delivering speech. The development of the brain increases within the early periods of childhood. The childhood stages mark the critical periods for brain development. This is characterised by the individual’s capacity to perform various activities in a coordinated way. Failure to develop during this period has also been linked to mental conditions experienced during later human life (Nelson et al., 2007). Brain development is identified as a continuous developmental stage presenting observable changes across the life-cycle of individuals. Though a continuous process, its development remains fundamental to the development of other observable behavioural changes within the same individuals. During certain periods, however, experiences are normally attributed to the neural circuits’ capacity to process information in methods which remain adaptive to the individuals (Knudsen, 2004). These experiences normally become fundamental in enhancing the development of cognitive skills in individuals. The experiences, which are observed during childhood periods, require serious analysis in establishing what could be considered as normal psychological development in children (Skuse, 1984). Normal development could enhance measurement and observation of abnormal development based on the set standards. This development remains a fundamental development because it also affects other developmental elements, and could also present significant impacts during later stages in life. Inadequate development could present long-term effects on the livelihoods of individuals having limited exposure to specified experiences. Extreme exposure to certain environmental elements could contribute to psychological handicap in individuals even during adulthood. This remains a long-term effect of failure to maximise development during the critical period of development. In understanding developmental psychology, critical development periods for various developmental elements must be analysed effectively. Understanding the critical periods could immensely assist psychologists in developing a standard level for monitoring child development. The development of a standard measurement platform remains fundamental in ensuring early detection of abnormal development in children. Identifying the numerous critical development periods for various developmental elements, therefore, becomes an essential part of development analysis. Individuals can be able to monitor exhibited behaviours in children, while comparing these behaviours with conclusions from developmental research. The relationship between the critical period and development could be utilised when monitoring expected behaviours resulting from children reaching the critical period. Failure to observe these development traits could initiate the psychological assessment of the individuals, or necessitate the introduction of environmental conditions seeking to enhance the development of these traits. Understanding these issues can, therefore, be utilised as a corrective measure to abnormal development. Joint Attention and Language Development Joint attention could be defined as the capability of individuals to focus their attention on a single object. Joint attention remains a non-verbal method for establishing communication between different individuals, and by focusing on similar objects. This paper seeks to focus on the significance of the joint attention process in the development of language in children. This report focuses on establishing the relationship between joint attention and language acquisition in children. The various elements of language acquisition affected by joint attention also becomes fundamental constitutes of this paper. The paper also seeks to establish the level of influence joint attention has on language acquisition skills on children. The varying level of influence can be utilised in identifying developmental elements resulting in variation. Various methods of joint attention application also become essential in establishing the application of joint attention as a method of enhancing language acquisition skills. The theory of joint attention utilises different methods in the execution of the joint attention process. Gazing can be identified as a reflexive and pervasive method through which individuals achieve joint attention. Naturally, gazing at objects could be identified as a method of identifying interest in an object. When it comes to children, when other people look at objects and make comments, children will also gaze at those objects. The comments made regarding the objects could fundamentally initiate learning and comprehending something from the older people. Joint attention capabilities observed at 10 months signify subsequent language acquisition skills present in different individuals (Shepherd, 2010). This capacity to follow gaze and induce joint attention signifies similar language acquisition capabilities. Joint attention capability, therefore, becomes fundamental in the development of adaptive behaviours observed in children (Mundy & Newell, 2007). These behaviours remain essential in establishing the development of cognitive skills among children. Pointing also helps in creating joint attention among children. Children can be assisted in locating various objects through pointing at these objects, and consequently creating joint attention. Various language acquisition elements could be established through engagement in joint attention activities in children. The capacity to extract information from the surrounding environment can be utilised in establishing a similar capacity to comprehend language skills (Colonnesi et al., 2010). Attention behaviours like pointing, provide children with essential information about the surrounding environment, and effectively create reference and intention on these individuals. Language production among children begins following the surrounding environment and objects, and the mother’s language (Matthews et al., 2012). The first words produced by children normally refer to objects contained within the immediate surrounding environment. The process of looking could be identified as an intentional behaviour utilised by individuals to recognise certain external objects. The element of gazing in turn serves in creating reference within the individual’s mind for future use. Through this reference, gazing enables children to acquire language skills, based on their capability to create reference to the various observable objects (Matthews et al., 2012). The capacity to create joint attention and to engage in joint attention activities immensely signifies the capacity by children to understand and comprehend language related skills. Joint attention in infants can, therefore, be utilised in establishing infants’ capabilities to develop cognitive and language skills. Joint attention in children is exhibited in various methods, which can be observed in determining the child’s capacity in language acquisition. Gazing can be utilised in establishing the child’s capability to comprehend language skills, and to consequently create reference to the same. Establishing this fact remains fundamental in ensuring that children have the capacity to acquire language, and to eliminate possibilities of deafness. Deafness can be a language acquisition limiting factor in children. Joint attention activities like pointing normally initiate the development of speech as children become accustomed to pointing at objects and saying their names. The elements of pointing and gazing commonly accompany each other in children, with both behaviours playing a similar role in language acquisition. Joint attention remains a fundamental element of establishing the capacity for children to comprehend and learn languages. The engagement of children in joint attention activities could be an indication of their capacity to acquire language skills. This behavioural observation can be utilised by caregivers and psychologists in establishing capacities for individuals to comprehend and develop language acquisition skills. Through the utilisation of joint attention activities, language acquisition limiting factors like deafness can be established in children at their early ages (Mundy & Newell, 2007). These handicaps limit the capacity for children to engage in joint attention activities. The level of attention observed in children remains a significant element signifying the capacity to comprehend and create reference to objects within the surrounding environment. The observation of joint attention actions, like gazing, in children in their early ages could potentially indicate the capacity for children to develop language skills. During these early ages, these gazes become accompanied by coos, and with age advancement, children start producing comprehensible words. References Colonnesi, C, Stams, G, Koster, I & Noom, M, 2010, “The Relation between pointing and language development: A meta?analysis”, Developmental Review, Vol.30, p. 352–366. Knudsen, E, 2004, “Sensitive Periods in the Development of the Brain and Behaviour”, Journal of Cognitive Neuroscience, vol. 16 no. 8, pp. 1412–1425. Kuhl, P et al., 2005, “Early Speech Perception and Later Language Development: Implications for the “Critical Period””, Language Learning and Development, vol.1 no. 3 & 4), pp. 237–264. Matthews, D, Behne, T, Lieven, E & Tomasello, M, 2012, “Origins of the human pointing gesture: a training study”, Developmental Science, vol.15 no. 6, pp. 817-829. Mundy, P & Newell, L, 2007, “Attention, Joint Attention, and Social Cognition”, Current Directions in Psychological Science, vol. 16 no. 5, pp. 269–274. Nelson, C et al., 2007, “Cognitive Recovery in Socially Deprived Young Children: The Bucharest Early Intervention Project”, Science, vol. 318, pp. 1937-1940. Shepherd, S, 2010, “Following gaze: gaze--?following behaviour as a window into social cognition”, Frontiers in Integrative Neuroscience, Vol. 4 no. 5, pp. 3389. Skuse, D, 1984, “Extreme deprivation in early childhood ? II Theoretical issues and a comparative review”, Journal of Child Psychology and Psychiatry, and allied disciplines, vol. 25 no. 4, pp. 543-572. Read More