Cooing is the first step in child language progress and it is mainly noted in children aged two months. The baby’s cry is a form of expressive communication with the mother and this may expand to various sounds. This process is important in helping the baby manage air that comes in and out of the breathing organs and how to use vocal chords. Babbling is the next step of child language development and is experienced in children ranging from the ages of nine months to three years. It is characterized by the making of vowel reverberations that contain one letter such as a and e.
As babies grow to five months, they advance in producing sounds to two letters such as da, ma and ba. Babies observe the adults lips movement as they communicate to them and try to imitate what they observe by making the sounds after opening their mouth in a similar manner. Receptive language involves children from the age of three to five years. The development skills observed in a child are more complex because a child discovers how to differentiate among different objects and their relationships. In addition, a child is able to comprehend several step demands and can therefore talk fluently while almost using correct grammar. In expressive language, the child’s receptive language advances and he is able to use grammar correctly because of improved prepositions and pronouns usage.
Mothers play the role of enhancing a child’s ability in learning how to communicate. The rate at which a child progresses in communication depends on a mother’s effort in interacting with the child. For example, children belonging to mothers who communicate less words end adopting the same style in their early stages as opposed to children whose mothers are fully engaged in intense interactions in terms of words.
Baby sitters and caregivers apply the same strategies towards enabling the child in making effective word utterances. For example, if a child mentions the word plate, the baby sitter might give a response that adds a few learning words. As a result, the caregiver gives the child a chance to comprehend and learn how to use composite words in a comprehensible language. In addition, this strategy plays a scaffolding role in the process of language learning. However, parents change the scaffolding role as they instill in their children a more sophisticated form of language and hence offer a suitable environment for learning.
Goodness of fit can be used to explain the adequacy of an individual’s temperament, level of motivation and intellectual skills to meet the requirements, expectations and benefit from opportunities offered by the society. I was raised in a middle class family that made my childhood stable. My mother ensured that I was well fed and made me follow a sleeping schedule, that involved early sleeping and waking sessions for good development. However, as a child I was always monitored from indoors because my mother did not want to risk exposed me to germs.
I believe that my childhood experience made me have a good fit because of the good feeding and care that enabled me to have healthy and timely development. However, if my guardian allowed me to be exposed to the external environment as a child, I would have had a better chance of experiencing better social development as a child in terms of child-child associations, enhancing the individual I am today.
In emotional growth, a newborn baby retorts back by crying to indicate anxiety and disturbance. In three months, the baby smiles after hearing the voice of its guardian. In the cognitive aspect, a baby observes objects in a visual line and responds with a smile when a parent communicates. A baby of five months is able to observe other people from a long distance. In the physical aspect of cognitive development, a baby of seven months adds some weight on its legs and is therefore able to stand and sit without support. In addition, the baby is able to hold its own bottle. In the social aspect of development, a baby is able to repeat different sounds at three months. At seven months, a baby is able to recognize and respond to simple word instructions such as “no”.
Biological factors, largely genetic aspects, are environmental factors that affect a child’s development. If parents suffer from a particular illness or condition, the same is likely to be transferred to a baby’s body system and hence hindering its normal development. Another factor is the social aspect, whereby if parents do not engage interactively with the child, he is likely to develop socially at a slow rate. In addition, if the baby is not exposed to the external environment that involves an opportunity to interact and play with other children, he/she is likely to suffer from challenges in social development including social disorders. Biological aspects influence physical development whereas social and environmental aspects influence both social and cognitive child progression. In addition, they also affects the emotional element because a child’s interaction process with others is inhibited thus leading to various negative issues.