Dunstan Baby Language Summary

BABIES USE CRYING AS A FORM OF COMUNICATION USING IT TO IDENTIFIY WHEN they are hungry tired or distressed at around 5-6 weeks babies may start to make cooing noises

During this stage of life, babies will begin to interact with adults that surround them by getting easily distracted by looking at their faces or listening to the sound of their voices. Babies will begin vocalising by cooing at people that they recognise and are familiar to them . A baby will recognise the sound of a parent or carer and will respond when they hear their voice, many mistake this for a baby responding to their name but this is unlikely at this stage.

Between six and twelve months baby will start to enjoy making new and different sounds and will display their feelings in crying/laughing/squealing.

Babies from the age of 0-5 months react to loud sounds and turn their heads towards where the sound is coming from for example a toy or voice. Babies this age watch your face when you speak and make noises when they here pleasurable or displeasurable sounds such and laughing ,crying and

New born babies often cry when they are hungry, tired, hurt, in need of nappy changing or just for some attention. This is because new born babies have no way of communicating as they do not know how to speak, see properly and

Babies will try to communicate through body language as they do not yet have the capability to converse.

One of the characteristics that babies learn before entering the world is sound. Annie explained that the mother’s voice can reach the fetus readily compared to external voices. While the mother is with the baby all the time, they prefer the mom’s voice over anyone else’s after birth. She

Language Development: Baby will make a lot of noises, often happy sounds and when they are distressed and upset they need to hear a familiar sound such as a mums voice.

| Listening to adults and other older children.Gurgling and attempts at sounds.Listening to songs and games increasing pattern awareness.

In the podcast, Sound as Touch, Radiolab conducted a study in which parents and infants were recorded to find a pattern of common tunes in the interaction, crossing all cultural barriers. When parents of different languages expressed happiness to their infants, there was rise and fall in the melody. Sound is like touch and even scientifically this makes sense. Jonah in the podcast explains that waves vibrate and travel into the listener’s ears and more specifically moving the ear bones. This way, hairs stimulate electricity and ingrains into our brain, which results in sounds.

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as car horns and footsteps. Children are also limited in their exposure to patterned complexities in music and spoken word. These hard of hearing and deaf students grow and develop in unique ways compared to their hearing peers because of the stimulus they do not have. Researchers have focused on how communication methods for hard of hearing and deaf children affect their development in the physical, social-emotional, cognitive and communicative

Finally, at the end of my observations hours I reached to the conclusion that babies or infants use different ways to communicate with adults doing sounds, gestures, and expressions, and crying its one of the most common way that babies use to tell us what they want or what they

Babies prefer the sound of humans interacting to other sounds and from this, they quickly learn to recognise and identify their mother’s voice. Babies form their first relationship through emotional attachments with their mother or main carer. The first year of a baby’s life is a period of incredible growth, and a baby’s brain goes through critical periods during which stimulation is needed for proper development. During the babies first years, visual stimuli or verbal language is necessary for areas of the brain to grow and without this growth, a child’s vision or speaking abilities might be impaired. Infants tend to have different cries for hunger or pain, as well as making other noises. These abilities show your child is gaining communication and pre-language skills. Infants from birth to 6 months will forget about objects they cannot see however they begin to explore objects they can see and grab by putting them in their mouths. They will also follow moving objects with their eyes and look around at nearby objects. Infants in this stage will turn to look at a source of sound. These developmental milestones show a baby’s brain is developing and they are gaining new skills. From 7 to 12 months, infants also learn the idea of cause and effect, and they might repeat an action that causes a

It is believed that babies develop language when they are in the utero and it continues throughout their lifetime. By twelve weeks old, babies may register the sounds they can hear and at the same time make basic visual, auditory and tactile mind maps (Karen Kearns, 2013, P.105). This allows the infant to turn towards any familiar sounds and noises. Babies begin to communicate with people around them quite quickly. By two months old, babies begin to make ‘cooing’ and other noises; this indicates the phonological component of language development. By six to nine months babies begin to experience with a mixture of sounds, and often you will hear a baby babbling. Babbling development is similar across many different languages and even hearing impaired babies will go through this stage. They may copy the sounds they are introduced too or beginning to recognize familiar

My essay topic is the language development of deaf infants and children. In my opinion, this is an important topic to discuss, due to the lack of public knowledge concerning the deaf population. Through this essay, I wish to present how a child is diagnosed as having a hearing loss (including early warning signs), options that parents have for their children once diagnosed (specifically in relation to education of language), common speech teaching methods used today, typical language development for these children, and some emotional, social, and mental difficulties faced by the deaf child and the child’s family that have an immense effect on the child’s education.