According to the Buenos Aires Economic News Network in Argentina on January 25, an article recently published in the Proceedings of the National Academy of Sciences found that there are several major factors in the development of global languages.
Erika Begelsson, associate professor of psychology who studies how infants and toddlers learn language from the world around them, and co-first author Alejandrina Christiana of the University of Sciences et des Arts Sciences in Paris, France, found that clinical factors such as age, prematurity or dyslexia, and the amount of language children acquire from the world around them are three important determinants of language acquisition.
Unlike previous studies, the experts found no effects related to gender, multilingualism, or socioeconomic status.
To date, the scientific community has believed that the explosion of language occurs around 18 months. However, Beaglesson and colleagues found similar qualitative improvements in language comprehension around the time of children's first birthday, that is, before and after their first real vocabulary was produced. "It's like a child about one year old who suddenly goes from barely understanding the mechanism of language to being a real communicator," she says. ”
In this study, they analyzed a large sample of young children between the ages of 2 months and 48 months. The one-day recording recorded the babbling of 1,001 children from 12 countries speaking 43 languages.
In an interview, Ángela Nakabu, a pediatrician at the Argentine Academy of Pediatrics, argued that "language acquisition in children is a complex process and varies from person to person".
According to her, "there are many factors that influence some children to speak earlier than others". She lists some common reasons:
Personal factors: Some children have genetic factors that make them more likely to develop language skills earlier.
Family and social environment: The quality and quantity of language interactions that children acquire in their family and social environment play a crucial role. In a language-rich environment, where children are spoken, read aloud and given positive incentives, their language skills tend to develop more quickly.
Parenting style: Parenting style can also affect language acquisition. For example, the caregiver encourages communication and responds positively to the child's vocalizations and gestures, which can help the child's language development. By talking to them more, describing to them what is happening, reading simple stories and repeating them to them, singing easy-to-learn songs, etc., it is easier for children to learn through imitation, repetition, intimate interactions, and the emotions that caregivers put into connection and interaction.
Early stimuli: Children who receive early stimuli, such as interactive games and activities that promote language development, tend to develop language skills more quickly.
Cognitive and motor development: Cognitive and motor development is also associated with language acquisition. As cognitive and motor skills, such as hand-eye coordination and memory, develop, children can begin to communicate more effectively.
Exposure to multiple languages: Children who are exposed to multiple languages from an early age may exhibit different patterns of language development, often demonstrating multilingual skills.
Individual development: Every child is unique, and language development is very different. Some children may focus more on physical or cognitive development in the early stages, while language skills grow rapidly in later stages.
The Department of Language and Communication at the Clinical Hospital of the University of Buenos Aires reports that an increasing number of young children are visiting the hospital for language or communication disorders.
Patricia Villarva, coordinator of the hospital's Language and Communication Department, said: "During the consultation, we found that the children's communication and communication skills in seeing, pointing and asking questions were poor......In some cases, this may be due to their early exposure to electronic screens, whether smartphones or televisions, in front of which they spend hours instead of playing or interacting with their families. ”
Naqab agrees with her, noting that "in recent years, there has been a significant increase in the number of consultations regarding children's language disorders, and the misuse of technological devices is another factor to consider, as these electronic devices are not effective interlocutors for developing children, they promote a culture of immediacy, crowding out time and space for conversation and listening, dialogue, interaction and play".
"It's important to remember that differences in language acquisition are normal and that each child develops at their own pace," Naqab argues. However, if parents have significant concerns about their child's language development, it is best to consult a medical professional such as a pediatrician or language ** teacher for proper guidance and assessment." (Compiled by Liu Lifei).
A toddler touches the nose of Prince William, Prince of Wales (right), in the United Kingdom, after visiting the National Maritime Museum in Falmouth, England, Feb. 9, 2023. (AFP).