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Assessing Paediatric Development in Psychiatry
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
This wealth of knowledge with regard to the auditory structure of words is followed by the onset of babbling. It has not been established whether babbling plays a vital role in developing speech and therefore whether the structure of babbling should be more carefully examined. Evidence for the role of babbling in language development comes from the observation that babbling is seen in deaf children who have been exposed to sign language in infancy. Supporters of the view that babbling is essential would agree that, for this theory to be fully substantiated, babbling should include all the common phonological stems that are required for an infant to develop language in any culture. This has not been found to be the case. Other reasons for a child babbling may be to improve motor co-ordination of the fine muscles in the face, larynx and pharynx or to help develop the prosody of language. After a period of babbling and then a time with paucity of sound, the infant begins to use other new sounds and then begins by trial and error to form words.
Growth and development
Published in Jagdish M. Gupta, John Beveridge, MCQs in Paediatrics, 2020
Jagdish M. Gupta, John Beveridge
Isolated delay in speech development may be due to loss of hearing. Babbling occurs irrespective of hearing but does not progress to recognizable speech in deaf children. Tongue tie does not cause delayed speech though it may cause indistinct speech. Girls tend to speak at an earlier age than boys. Delay in speech development is often familial.
Human Development and Its Theories
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Language development is probably the most noticeable accomplishment in infancy and childhood. At birth, infants can distinguish among the speech sounds of all the world’s languages (Kuhl, 2004; Werker & Desjardins, 1995). This ability is lost by 10–12 months of age, where infants can distinguish only among speech sounds that are present in the language to which they have been exposed (Kuhl, Williams, Lacerda, Stevens, & Lindblom, 1992; Yoshida, Pons, Maye, & Werker, 2010). Thus, infants begin to master the sound structure of their own native language during the first year of their life. By 2–3 months, infants can make vowel-like noises called cooing, repeating vowel sounds such as ahhhhh or ooooo, varying the pitch up or down. At about 5 months of age, infants begin to babble. They combine consonants to the vowels and string the sounds together in sometimes long-winded productions of babbling, such as ba-ba-ba-ba, de-de-de-de, or ma-ma-ma-ma. Babbling is not simply imitation of adult speech. Infants all over the world use the same sounds when they babble, including sounds that do not occur in the language of their parents and other caregivers. At around 9 months of age, babies begin to babble more in the sounds specific to their language. Babbling, then, seems to be a biologically programmed stage of language development (Gentilucci & Dalla Volta, 2007; Petitto, Holowka, Sergio, Levy, & Ostry, 2004).
Clinical utilisation of the Infant Monitor of vocal Production (IMP) for early identification of communication impairment in young infants at-risk of cerebral palsy: a prospective cohort study
Published in Developmental Neurorehabilitation, 2022
R Ward, N Hennessey, E Barty, C Elliott, J Valentine, R Cantle Moore
The characteristics of infant vocalizations provide the strongest evidence base for predicting communication outcomes in infants, including motor speech impairment. Babbling is one of the most studied stages of early speech development.35 The screening of infant vocalizations was initially proposed by Oller36 as a tool to “facilitate prevention or amelioration of important communicative disabilities” (p. 240). This is predicated on evidence showing the progression to speech-like vocalizations is a milestone of speech motor development37 and a fundamental component of language learning,38 and the quality of the vocal interactions between an infant and the caregiver is predictive of verbal capacity as well as other social and cognitive behaviors later in development.37,39
An acoustic and auditory analysis of vocants in infants with cochlear implants
Published in Logopedics Phoniatrics Vocology, 2021
Paris Binos, Chryssoula Thodi, Paris Vogazianos, George Psillas, Jiannis Constantinidis
The finding of longer duration of vocants in young CI recipients is considered a weakness for the development of speech production skills, since in other studies the shorter duration of vowels is associated with greater maturity of speech, greater intelligibility and older ages. Speech pathologists can use the wideband amplitude spectra technique to give the correct articulatory positions and the resulting acoustic output. We suggest that future research should use larger samples, pre-implant recordings and broader suprasegmental analyses across longer longitudinal studies covering the first post-implant years. The present findings can be effective for speech pathologists and ENT interdisciplinary teams, since they can adjust their habilitation models for young CI recipients. The data contribute to our understanding of the babbling period by providing a very early insight into speech development.
Does group intervention make a difference for the speech sound development of Dutch pre-school children with Developmental Language Disorder?
Published in International Journal of Speech-Language Pathology, 2020
Esther Ottow-Henning, Brigitta Keij
In typical language development, children start babbling around the age of six months (Oller, 1980). Somewhat later, canonical babbling is characterised by consonant-vowel sequences and is shaped by the segment inventory of the language that the child is learning (De Boysson-Bardies & Vihman, 1991). Children between 2 and 3 years of age are usually able to produce all vowels, almost all of the consonants of their language(s) and some of the consonant clusters, if present in their language(s) (Stoel-Gammon, 2011). Children tend to acquire the phonemes of their language(s) in a universal order (e.g. Ingram & List, 1987; cf. Fikkert, 2007; Dunbar & Idsardi, 2012). Beers (1995) examined the order of acquisition in Dutch. The order of acquisition of Dutch consonants is listed in Table I (adapted from Beers, 2003, p. 248). Appendix contains more background information on the phonological characteristics of Standard Dutch (The Netherlands).