Parents and Caregivers are the Key to Children’s Successful Language Growth

From birth through the school years, children are constantly moving and growing within the domain of language. Even before babbling begins at 7–10 months of age, infants recognize their parents’ voices and profit from ongoing immersion in language. Handling objects, viewing surrounding events of interest together, and just plain cuddling can profitably be accompanied by parental talk and song. Observing baby’s interests, preferences and ways of being soothed are all contributions to the onset and growth of language. Research demonstrated many years ago that the one-year-olds, who cried the least, using other modes of communication instead, were those whose cries received a rapid response in the early months. Also, baby’s language learning depends upon shared understanding with a caring adult, so continuity of care in home or center is an important consideration.

My own studies have documented some surprising facts in recent years. We found that children who babble some of the same sounds consistently month after month are among the earliest talkers, so continuity in babble may be more important to early development than variety. By mimicking baby’s sounds you can usually get her to continue, so conversations without words provide important phonetic practice.

“First words”, awaited with excitement, may be very difficult to spot. There is actually controversy about what “counts” as a word, so parents may notice a gradual growth in “wordiness” rather than a single time point for the shift to words. Some children begin with words that are narrow in meaning…“woof-woof” is only a particular stuffed toy, not any animal encountered. They may also use a non-standard word – “woof-woof” is an example. When such a consistent baby word is extended to new situations—even to animals other than dogs—and a few other words are produced—most researchers would agree that the baby is launched on words. It is important at this point to work hard at understanding the child’s meaning, even if the sound and its situations of use do not exactly match adult expectation. This gives the baby confidence as a word user and will lead to expanded vocabulary.

Surprisingly, just before this shift to words, most babies go through a period of “communicative grunting.” That is, they use the sound that we make when lifting a heavy box to indicate there is something important in mind to be communicated. Sometimes grunts go along with points, to request objects or to solicit adult attention to an interesting object or event. The adult’s role here is also to accept the baby’s communication, and respond with attention and lots of interesting talk. This is another critical step toward mutual communication which will actually stimulate baby’s word learning.

Between ages one and two most babies begin combining words into short sentences. Another surprise: even by age five their knowledge of the grammar of their language is incomplete. Again, accepting their communication is critical. Also providing models of adult language through interesting conversation and book reading will enhance this process.

Do you have more than one language in your home? If so, try to give both to baby. Bilingualism comes easiest when both languages begin in the cradle, so a second language is a gift for a lifetime. #

Dr. Lorraine McCune is a professor at the Rutgers University Graduate School of Education and serves as advisor to educational toy company, General Creation. She can be reached at www.generalcreation.com in the “Ask Dr. McCune” section.

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