Free English Language Dissertations - Parents Of Varied Cultural Backgrounds Speak To Their Babies Using The Same
Parents of varied cultural backgrounds speak to their babies using the same rhythmic speaking style that some call Parentese. As the parent speaks in a loving way, the heart rate of the infant increases (Bartholomew et al 1999). This is believed to assist in hastening the connection between words and the objects they denote. Without saying a word, the infant is calling out: Talk to me! It is important to understand that although most children vary in their rate of development, there seems to be a pattern to the way children learn language and communication skills from their carers.
When we study human language we are approaching what some might call the ‘human essence,’ the distinctive qualities of mind that are, so far as we know, unique to man (Holt 1991). Children as young as 3 years of age already possess a remarkable knowledge of language structure and syntax which is so complex and precise that it must challenge any known learning theory to account for its acquisition. (Oates 1995)
Smiling, laughing and crying are universal communicative signals found in all cultures. A baby will use cries to signal he is hungry, lonely or distressed. At an early age, from 3 months onwards, the infant can recognise a carer’s voice and, as he gets older, he is more inclined to cry out for attention. In this manner, he is using his limited language ability to gain instant gratification from his carer. As he reaches a year old, he is able to understand a few simple words and enjoys social interaction with his careers. By two years, new words are learnt quickly and he begins to use questions and explore his surroundings with great keenness (Arnold 1999). Throughout each stage of the child’s life, language is used as a stepping stone which enable him to find out more about himself and his surroundings.
Language needs to accompany actions. When an adult lifts a baby and says ‘Up we go’, it is important that the adult then describes what is happening (Pinkers 1994). Actions help children understand what is being said to them. Language is important for abstract thinking and children learn to think through a variety of different ways of symbolically representing their ideas, experiences, feelings and relationships. When we think about cognition, we are referring to the child thinking and having ideas and concepts. With metacognition, children begin to think about their own thinking. They reflect on their own ideas and begin to understand when they have made mistakes. The next step in language is metalinguistics when the child begins to think about what they say. Eventually they are able to put their ideas into words and this helps them to put their emotions into words (Oates 1995).
At each stage, the child is using different functions of language: as a means of action; putting thoughts into words; expressing feelings; communicating with others; understanding his own feelings.
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