Even though language is often complex, children have the ability to understand the grammar that is utilized in their native language as early as before they attain the age of five. Importantly, children are able to acquire the language even without being taught the different sets of grammar rules by their guardians or parents. However, this is so because even the parents and guardians do not really understand the said rules. Different arguments have been put forth to explain this phenomenon. For instance, the innateness hypothesis holds that children do not need to learn the agreed principles pertaining to language simply because it is part of UG. The theory thus asserts that the children only need to comprehend and learn particular aspects or elements of grammar. Indeed, there is evidence to support this claim as individuals learn and understand more about language than in instances whereby they hear what is around them. Different scholars have thus sought to understand the secret behind the acquisition of language in children. The studies have been intensive as they follow up children acquisition of spoken language coupled with the process deaf children go through to acquire the sign language from birth up to the forty-eighth month. According to different biological views, the assumption is that early language acquisition is dependent on speech. Research findings used the vocal babbling coupled with the first words as a sign that the child was using the model to alert the brain. As such, the vocal babbling led the brain to get accustomed to the perception and production of spoken language during the early life. The answer thus to the question, “how does early human language acquisition begin” is that, the neuroanatomical and neurophysiological mechanisms were responsible for how the children perceive and produce speech.
How Babies Acquire Language
Defined in another way, the natural construction of the human body is wired to achieve speech as per the evolutionary development of the neurology of the human brain. As per existing studies, a common finding shows that speech acquisition is not critical to the human development process. The process does not depend on whether the child acquires the skills and knowledge due to exposure. Instead, at a given maturation period, the development comes naturally. Therefore, the identical maturation period is unbiased on whether the child got exposed to sign language or speech-language. Besides, the acquisition of spoken language and sign language is a product of similar linguistic, semantic and the conceptual complexity for the different stages (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Therefore, as long as an individual is a child, they are bound to develop at the same rate concerning their ability to speak.
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However, speculations arise concerning the assumption that sign and spoken language can be developed in the same manner. The reasoning for the same manner development is that human infants at birth are not exposed to sensitivity in sound or speech, rather, they are exposed to the innate encoding in their modality that dictates and promotes specific functions. The birth of a human being comes with a system of sensors to a particular pattern that is temporal. The various systems are functional and dynamic such that to the older individual they seem absent. However, to the infant, they are very active (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Through the inborn rhythmic modalities, it does not matter whether the communication is on hand or by the tongue. Preferably, the wiring is made to ensure one follows the given patterns.
A developed and universal language modality is that language whether by tongue or sign gets set at birth hence its plastic nature. Further research holds onto the thought that the sensitivity in the brain with the processing being down in the Superior Temporal Gyrus (STG) for the young infants offers them an opportunity for analysis. The analytical opportunity is the baseline upon which children derive knowledge on the patterning process, which is also the heart of organizing phonology, syntax and phototactic. Additionally, brain sensitivity also allows a child to develop reference or what is defined as the discovery of the linguistic stream’s continuous discrete units that help them learn the meaning. From different studies, the findings assert that babies do not acquire language via socialization, rather, they are born with the propensity to acquire language and excel at it too. Regardless of the form in which the language comes in, the brain is programmed to promote both signs and spoken words as similar languages to the child (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). As long as the language has the characteristics above, babies will understand the intricacies involved and acquire the language.
Timing Milestones in Early Human Language Acquisition
As discussed above, deaf children exposed to sign languages since birth have a similar maturational time course with those children exposed to the spoken word. The deaf children manage this feat without modifying, losing, delaying the timing or content coupled with the maturational course that relates to all milestones in linguistics pertaining to the spoken language. From birth, and going through age three and beyond, identical stages on how language is acquired are exhibited in both spoken and deaf children (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015).
The stages include the stage where syllabic babbling is prioritized. This happens between seven to ten months where variegated babbling also develops. The stages form a base that leads to jargon babbling between ages ten to twelve months. Jargon babbling occurs at the age of twelve and beyond with the first-word stage coming at eleven to fourteen months, followed by the two-word stage occurring at sixteen to twenty-two months. The last stage also witnesses the grammatical and semantic developments. When compared to the sign language, similarities exist altogether, and surprisingly, the pre-linguistic and post-linguistic gestures in their attempt to communicate. Both do not overlap their learning lessons in communication, rather, deaf children learn to differentiate linguistic signs from gestures of communication in the whole process of development (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015).
Throughout the development process, both signing and speaking children presence similar complex performances in how they develop and utter words, which is also similar for the gestures. The onset of manual babbling leads to intensive vocal babbling with an emphasis on consonant-vowel alternation “bababa” coupled with other repetitive sounds that hinge on syllables produced by children. To many researchers, the babbling comes as the preceding factor of the early language acquisition in the human species (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Babbling thus depends on the anatomy development of the vocal tract coupled with the neuroanatomical and neurophysiological mechanisms.
Discovery of Babbling on the Human Hand
Different research on deaf infants in their transitional stage of gesturing first to sign has been ongoing and the discovery of hand activity unique to the child at the time. According to existing records, deaf children also babble. However, they do so by using their hands. Further studies into the feat resulted in the acquisition of more knowledge that testified to the unique sign language, which is similar to the babbling process for the spoken language. Babbling has a distinct role in the ontogeny of the human being’s language development. The current studies, however, disconfirm past theories that held on the thought that babbling was neurologically determined through the speech maturation and production mechanism. The specific view was that the sound production was a result of the mandible’s jaws rhythmic closing and opening (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Rather, manual babbling is also a result of rhythmic and syllabic alternations, which led to subsequent analytics and promotions.
The Physics of Manual Babbling
Questions often arise on where the common structures responsible in vocal and manual babbling comes from and whether manual babbling differs from other babies. The existing hypothesis holds on the thought that the supra-modal constraint is responsible for ensuring a common structure for learning in both gesturing and spoken language where rhythmic temporal oscillation of babbling is key. Although the sign and spoken language’s oscillation are rhythmic, they differ as they need to identify the tone or sign taken by the infant. By using computer visual graphic analysis system, it is possible to identify specific oscillations and their impact on the speech patterns. With the above stages in place, the language learning process comes to simple basic three stages (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). They are;
Sound Learning
Upon being born, babies are exposed to different models of sound, which also allows them to make all the one hundred and fifty sounds in about six hundred and fifty languages in the world. Phonemes are the sounds produced by different languages, and no language can utilize all phonemes. During the stage, babies use the phonemes of the language in their closest vicinity. To the children, the ability for them to recognize and produce the different sounds is termed phonemic awareness, and as presented in the above arguments, they are innate. Before they learn to speak, they first learn to hear and emulate the hearing into other processes. The sensitization of children to speech helps them recognize and incorporate the sound into the activities which later culminates into words. As a result, children can be able to distinguish between head sounds and head-turning paradigms, which has also presented a good research topic for scholars. According to findings, the ability by an infant to discriminate speech sound that is far extensive from their parent phonology comes down to the exposure rate. The more children get exposed to different sounds, the more they take in the language, which results in a more extensive sound base from which they can reference (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015).
Learning Words
This is the second stage of a child’s life. Through referencing, children learn the goings in a language to start making meaning. As illustrated above, each lesson is a product of different phonologies and only when they are aligned is when they can start to make sense to researchers. The statement "language acquisition commonly proceeds on course even without any concern on the part of the human models; the precision of phonetic details a child acquires cannot possibly be the result of training. The speed and precision of vocabulary growth have to be explained by a biological endowment for language; the child somehow has the concepts available before experience with language and learns labels for already existing concepts." A word is a combination of different speech-sounds that are combined into a unified system. The difference in the wording is their ability to have a different flow. As such, words are results of the neural motor program, which can be tuned to come out as different sound systems depending on the apparatus used, whether, it is the larynx, the mouth, tongue or lip. To adults, patterns help in recognition and acceptance of particular words as familiar, but to a child, the sound patterns regardless of how they are formed will be novel hence they have to use their innate systems to ensure they recall the words (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015).
Finding the Objects and Actions
Human beings can recognize an unlimited number of visual objects that are unique. This ability is due to the large and efficient learning mechanism responsible for extraction of diverse and unique features in the environment. Despite infants being immature with their perception, research reveals magnificent skills of perception. Eventually, infants show their knowledge of objects by reaching out to them on different occasions. By the time the infant gets at four to six months, they can estimate not only the size but the orientation and distance portrayed by the object. The object perception hinges on two factors; the infant understands that the items in question can be categorized as objects and then, the infant should be able to distinguish between the objects as unified. Through attachment of objectness to different items, the children understand and develop a sense of hearing that is not limited;it is progressive and assertive to the mind’s development (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Even at that young age, children still hold a view of what objectness is all about hence they can quickly reference when the situation calls for which is always an eventuality.
Attaching The Words To The Objects Or Actions
The infant is tasked with finding the words that are appropriate by using the ambient language into fitting what is already known. Before an infant understands and utters words, it must first be familiar with the objects, colors, actions, and sounds not only in the external environment but also in its knowledgeable internal features. The emphasis is thus to link the neural representation to the appropriate neural identified object. Different things attached to words are simple reactions to attachments confined to words. This is well identified in the different lexicon words including nouns, verbs, adjectives, and prepositions without forgetting conjunctions. Each word has a different representation hence those going through the words have to recognize the words and their meanings before using them (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015).
For one to comprehend the neural representation of words and the neural representation of objects, it is mandatory for one to comprehend results from existing research and their suggestions. To start with is the visionary aspect. By far, the child’s growing knowledge heavily relies upon the vision they can perceive. The complexity of the human mind implies that people can quickly recognize new objects in a fraction of a second without having clues about what the object may be. Vision is thus the most richly represented perception in the cortex. By infants first focusing on shapes, the words for the visual objects become a reality. The object’s shape correlates to the perceiving object in different recognition tasks (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). As such, what the eye has seen, the mind can explain.
Visual perception of different objects comes down to a motoric process. As a result, the image falls into the infant’s language development. The eye is responsible for scanning the object in rapid succession movements in which the ambivalence of the message becomes a reality. The eyes of the human being contain saccades and fixations which leads to a complete merging of the rapid movement in conjunction with the pausing effect, which allows the eye to discern different forms of colors and objects for identification. The process of identification process is a result of the motor factor switching into gear, which leads the image to the neural representation in both the dorsal and ventral brain streams (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). As recorded by the above authors, it is from the motor processing that it becomes possible for roles to be assigned in line with the presented object.
Recognition of the Appropriate Word for an Object
Before one fits a particular word to signify a particular object, the tool has to be appropriately ingrained into the child’s mold. The child from birth has been surrounded by different factors including sound and activities each a representation of a feature of the language they are closest to. Depending on the language the children are born into, each has a significant meaning to the child hence the call is to ensure the meaning stays closer to the native language. Different researchers assert that through the child’s development process, it is only by recognizing what they have seen that they can place a word to it (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). As such, regardless of whether the child is deaf or using spoken language, the more they know about their environment, the more vocabulary they can employ in recognizing and placing meaning to words. Each holds a particular interest to the child in question, and as such, the objects that are not identifiable to the child gets installed in the child’s memory awaiting a word recognition.
Questions often arise on how a word emerges. Historically, the words were a result of the placement of tabs on the objects. With the new word coming to general view, the society deemed it appropriate and assigned it to mean the given object. The only way a child becomes knowledgeable concerning a particular word to mean a particular object is by the illustrator pointing to the object and saying the name. Additionally, through constant referencing of particular objects, it becomes possible for the child to recall and attribute the objects to particular meanings (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). The more the child observes, the more they learn and the more they develop their mortar skills. Just as the adult recognizes and puts meaning to particular words, the infant relates the objects to the mental image they have which then gets transferred to the neural identification system.
Sentence Structure Acquisition
As per the above discussion, word structure is confined to the words of the particular community in which a child is born hence the acquisition of sentence structure has to be in line with the accepted societal ways. Researchers and scholars hold on the thought that, the sentence structure acquisition is similar to how children perceive phonemes (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Besides, the scholars argue that there is a specific way in which natural conditions program the children to behave. Genetic tuning ensures the children stay and progress in their language acquisition as per a genetic system progress. Although different sentence structures exist in different languages, children are inclined to adapt and grasp the knowledge accorded to them in the language they are closest to. How do babies acquire non-verbal communication?
The society is a combination of different factors, each responsible for a given section of human development. For children, while sounds and speeches are good for their development, using non-verbal cues to communicate is an essential feature of the human mind. Through the process, most parents focus more on speaking and instructing their children on what to do. Rarely do they give their children an opportunity to learn in the non-verbal cues including eye rolls, smiles, crossed arms, and hunched shoulders. Communication is a combination of both verbal and non-verbal cues and failing to follow or understand the non-verbal cues could result in a lot of misunderstands on the role taken by the individuals in the society. Non-verbal cues comprise more than 93% of the human communication system as argued by different analysts (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). The authors above hold on to the thought that everyone has a role to play in ensuring their children learn the non-verbal cues just as they endeavor to learn the spoken language. The children thus can acquire non-verbal communication through;
Eye Contact
Through one’s eyes, it is possible to determine the position taken by another person on a particular matter. As per the National Institute of Mental Health, through maintaining eye contact, it becomes possible for the parent to determine whether their children are healthy or not. In addition, through maintaining eye contact, analysts can decipher whether a child is lying or faking their position. To this end, the eyes tell a story about the human position, and as long as a child can understand the role played by the eyes in conversations, they can be able to attach meaning to particular actions. For example, rolling the eyes signify lies in some cultures while others recognize the same act as seduction. As such, depending on the cultural affiliation, the child understands the role played whenever eyes get rolled and depending on the situation, they can employ the right message (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). Moreover, eyes promote confidence hence, a child knowing this aspect at an early age could help ensure they develop having faith in their abilities.
Speech
Non-verbal cues also encompass different speech levels. When talking to a child, the child’s level voice is in play, and while speaking to an adult, the adult level voice is in play. As such, the call is to ensure that the child understands and goes along with the different levels of speech whenever they have conversations (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). The children, therefore, understand when they are supposed to use levels that acknowledge and appreciate the levels accorded in society. Additionally, the child also appreciates the level of respect granted to different people; the aged get a different level of intonation while the young also get a different intonation level. As such, the child is able to discern how each level operates thus giving both parties a chance to converse with each other comfortably.
Communication Postures
As discussed above, children learn from different observatory positions. Upon seeing a particular feature, the child holds on to the same memory allowing them to relate the same picture upon witnessing it again (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). As such, by the child observing and recognizing different images available to them, they can relate and attribute the changes to the systems they already have in the mental position. Children, therefore, learn on how to connect different postures taken by their parents or those in their vicinity. For example, during a relaxed model, the child understands what they should do while when they are in a panicky mode, the child understands their responsibility and position to take. Knowing which posture to take prepares them mentally for any act that may happen outside their capabilities.
Facial Expression
Human beings have a lot to tell when it comes to facial expression. As asserted above, the facial expression is not limited to a single idea; instead, every action carried out by a human being has a facial expression to it. Most investigations focus on how people form their faces to determine whether they are lying or telling the truth. As such, facial expression encompass a child’s observatory and neurological system (Saxton, 2010; Bloom, 2000; Mercer, 2013; Schlinger, 2013; Fromkin, Rodman & Hyams, 2018; Jenkins et al., 2015). By witnessing and understanding how their guardians place their faces and attributes when dealing with different situations, it becomes easy for them to understand and relate those positions in daily life.
Conclusion
It is worth mentioning that children develop differently and in different environments. However, their development is wired based on the genetic formulator systems. In addition, the children act and behave based on the natural setting, and as such, regardless of whether they are deaf or can use spoken language, their activities have to be in sync with present principles. As discussed in his paper, the child language stems from the observation of the different factors around a child’s upbringing. Indeed, each element is essential in that it helps promote the child comprehend where they are coming from and going to. By adding non-verbal cues and behavior, the child slowly transitions from a child to an adult who is capable of using and comprehending the workings of the general environment. The children learn the non-verbal cues through eye contact, speech, communication postures as well as facial expressions. Through eye contact, it is possible for analysts to determine whether the child is lying or faking their position. Regarding speech, children know when to employ the use of levels that acknowledge and appreciate those accorded in society. In terms of communicative postures, children are able to hold on to the same memory allowing them to link the same picture upon seeing it again. In particular, knowing which posture to take prepares them mentally for any act that may happen outside their capabilities. Lastly, by observing the different facial expressions of their parents or guardians and the attributes when dealing with different situations, it becomes easy for the children to recognize and relate those positions in their daily life.
References
Bloom, P. (2000). How children learn the meanings of words . Cambridge, MA: MIT Press.
Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language . Cengage Learning.
Jenkins, G. W., Samuelson, L. K., Smith, J. R., & Spencer, J. P. (2015). Non ‐ Bayesian noun generalization in 3 ‐ to 5 ‐ year ‐ old children: Probing the role of prior knowledge in the suspicious coincidence effect. Cognitive science , 39 (2), 268-306.
Mercer, J. (2013). Child development: Myths and misunderstandings .
Saxton, M. (2010). Child Language: Acquisition and Development . London: Sage Publications.
Schlinger, J. H. D. (2013). A Behavior Analytic View of Child Development . New York, NY: Springer.
