To learn a language for a developing infant and children from ages 0-5 what features, properties, and/or experiences would the people in the world use. Some factors would play a role in those developments especially the information around them, there are forms of information that would grow the barrier of the language of that child to learn. First, I will be discussing how the dialect of the maternal dynamic interactions with that of an infant. Then, how a child would use language acquisitions as their basis of mapping words with objects. Finally, the influence of child care centers environment to the language and literacy of a child. Within these three arguments it will provide findings and evidence of how the development of an infant and child to learn language and if any features, properties and/or experiences of people and the world would have on learned language.
Dialect between mother and child is essentially one of the main for language development factors. In a study in language development in children, it can be noted that communication between a mother and child plays a critical role towards influence language development for the children (Bergmann & Cristia, 2016). In this study, the authors were examining the question on whether children tend to use the familiarity approach, which can be associated with the mother-infant relationship to achieve language development. Specifically, the study uses a sample size of 3774 infants with the focus being towards defining the expected outcome. The assessment used to gather information on the participants was solely focused on hospital records. The authors collected psychological information associated with the participants with the independent variable being the mother-infant relationship and the dependent variable being language development. The results of the study suggest that indeed children tend to reflect on the dialect that they acquire from their mother with the sole focus being towards learning how to pronounce specific words (Bergmann & Cristia, 2016). The findings support my opinion, as they highlight that the maternal-infant interaction is crucial to children language development
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Children use the basis of mapping words with objects by form of language acquisitions; this helps them by being able to put sources together. In a study, the question being consider was on whether maternal postpartum depression had any impact on child’s ability to map words through cognitive experience (Smith-Nielsen, Tharner, Krogh, & Vaever, 2016). Specifically, the study focuses on a sample size of 83 mothers and their full-term born children. The main assessment used to gather information on the participants was psychological records associated with the mothers during the course of treatment for postpartum depression. Data was collected through an evaluation of mental health records for the participants. The researchers focused on psychological data focusing on the participants with an intention of building some form of efficiency in data collection. The dependent variable in the study was language acquisition with the independent variable being maternal postpartum depression. According to the findings, language development process requires children between 0 and 5 years to understand the meaning of specific words, thus, paving the way for their connection with specific objects (Smith-Nielsen, Tharner, Krogh, & Vaever, 2016). The findings support my opinion, as they highlight that language acquisition creates that positive front from which children are able to make out specific words and their use in formulation of a sentence.
Child care centers take much of the environment from a child which puts them within a perception of higher stance in the learning of language. There are two types of childcare: Typical and Partnership Centers. Both types of childcare are similar but different at the same time. The following centers have different ways in approaching child language development. For example, partnership centers have a mixed group of children whereas Typical Centers divide them by age group. In a study analyzing the effectiveness of child care environments, the researchers examine the question on whether children’s homes tend to have any major impacts on the ability for children to learn usage of specific words (Berument, Sönmez, & Eyüpoğlu, 2012). The study uses 24 participants in two controlled groups one of which has a mean age of 35 months while the other has a mean age of 36 months. The assessment used in the data collection process focused on responses from the parents of the children selected as part of the participants. The researchers engaged in interviews with the parents of the children involved in the study as part of the data collection process. The type of data collected from the study was purely psychological with the dependent variable being children’s homes environments while the independent variable being learning of language. According to the findings, children tend to develop what would be consider as an effective use of language with the focus being towards ensuring that they learn the meaning of these words (Berument, Sönmez, & Eyüpoğlu, 2012). The findings support my opinion, as it creates the understanding that child care centers reflects more on the idea of ensuring that the children are placed within environments that seek to influence their language development process.
In children between the ages of 0 and 5 years, several features, properties, and/or experiences affect their ability to learn how to use language as part of their communication process. One key factor to note is dialect occurring between mother and child, which would also be considered as maternal-child communication. Through this dialect, children find it much easier in their usage of words considering that their interaction with mothers provides them with basic usage of specific words to form a sentence. The second factor to note is the idea using objects as a key tool from which children are able to map and understand the meaning of specific words. The objects play a critical role in language acquisition with the focus being towards ensuring that the children learn how to use words as part of their communication. The third factor identified is child care environments, which seek to create a higher stance of perception for the children in their bid to learning how to use words as part of language.
References
Bergmann, C., & Cristia, A. (2016). Development of infants' segmentation of words from native speech: a meta ‐ analytic approach. Developmental science , 19 (6), 901-917.
Berument, S. K., Sönmez, D., & Eyüpoğlu, H. (2012). Supporting language and cognitive development of infants and young children living in children's homes in Turkey. Child: care, health and development , 38 (5), 743-752.
Smith ‐ Nielsen, J., Tharner, A., Krogh, M. T., & Vaever, M. S. (2016). Effects of maternal postpartum depression in a well ‐ resourced sample: Early concurrent and long ‐ term effects on infant cognitive, language, and motor development. Scandinavian journal of psychology , 57 (6), 571-583.
