When examining the notion of language acquisition and understanding, it is prudent that one first considers the age of the child. In so doing, one has to be cognizant of the fact that what is considered to be “normal” development occurs within a set timeline and cognitive development occurs from birth. Essentially what this means is that generally, children will begin speaking within a set time period and they will invariably understand spoken language much earlier. Another factor which is necessary to keep in mind is the fact that non-verbal cues are a precursor to language. Keeping this fact in mind, it is prudent for individuals in a care giving capacity be cognizant of the factors that influence language acquisition and understanding.
One of the most significant factors affecting initial language acquisition is one that is extremely biologically based and relates to the neurological development of the brain. In order for a child to acquire language, it is necessary for the child to have the precursory language input. Essentially, he/she has to be able to hear others speak as well as to be physically able to speak. In essence, if there is a deficit in hearing or there is a physical impairment which prevents speech, children will invariably acquire language.
Between birth and the age of three, children undergo very profound neurological changes. By birth, almost all of the nerve cells are formed and are in place but the necessary neuronal connections are non-existent. From birth to approximately nine months, the brain of the developing child can make only short distance connections. The long distance connections only develop until approximately ten months of age. Therefore, prior to approximately ten months infants are not capable of language production.
Much of this has to do with Myelinization. At birth, the nerves are unmylenated and this makes it difficult for the nerves to make the necessary connections along which impulses travel to the brain. As infants age, more and more nerves become mylenated and the impulses can travel a greater distance and make more connections. As such, cognitive development progresses and an infant is capable of language acquisition and production (Week 2—Lecture Notes).
As Nancy guides the parents she should also explain to the parents that initial language development begins with neurological development but subsequent language development involves much more than merely the biological ability to speak. There is a strong environmental component to language acquisition. In other words if a child is in an environment where he/she is constantly being spoken to and interacted with, he/she will master the use of language and acquire language skills at a much quicker rate. If, on the other hand, a child is in an environment where he/she is left by himself and not spoken to or interacted with, the child’s language development is likely to be retarded.
Another factor associated with the development of language has to do with the emotional development of the child. Much of this relates to the caregiver and his/her capacity to relate to the child. In so doing, the emotional needs of the child has to be met. Between the ages of two and six a child relies heavily on his/her caregiver for the establishment of his/her emotional health. There are many attachment theories which extend to language development and a child’s ability to express him/herself in an appropriate manner.
One example of this can be seen in the notion that a parent must match his/her child’s temperament as expressed by Brazelton of Boston’s Children’s Hospital Child Development Center. It is felt that if a parent responds inappropriately to a child’s temperament, a child’s emotional development can be adversely affected. This can have implications for language development in that a child may restrict his/her language production and affect language acquisition (National Literacy Trust, n.d.).
Finally, it is prudent that Nancy relay to her clients that language acquisition is one that relies on the development of the whole child. In order to assure ample language acquisition a child must have the necessary neurological development to enable the cognitive functions necessary for speech to occur. Additionally, a child must be in an environment where he/she is spoken to and interacted with frequently. In order to do this many parents read to their children and expose them to language in other arena.
Finally, there is a social component to language acquisition. In placing children in social situations, they learn to utilize language in context. There are times when children will understand the meaning of words based on their context. When taken out of context, the meaning gets lost. Many times parents take these factors for granted and miss the opportunities when they can reinforce language acquisition.
References
National Literacy Trust (n.d.). Early language development: a review of the evidence for birth to age three. Web.