Parent Responsiveness and Early Language Development

In this article, we learn about the process and connection between infant word learning and parents’ responsiveness to their infants growing vocabulary and multimodal behavior. One of the first major theoretical perspectives the authors, Catherine S. Tamis-LeMonda, Yana Kuchirko, and Lulu Song, state is responsiveness and early language development. In this perspective, research has shown how infant babbling has sophisticatedly progressed due to the mother’s responsiveness to her child. I don’t find it suspiring that in one study they found that infants of high-responsive mothers were more likely to achieve language milestones two months earlier than those that had low-responsive mothers. This theory familiarizes with a lot of the themes we encountered in class and in the book – the more involvement the parents have with their infant, the more positive their outcome compared to others. The second major theoretical theory discussed, responsiveness and pragmatics, discusses how secondary intersubjectivity is how infants are learning about language and how it is a tool and is â€Å"a sense,† which they come to realize from daily interactions with the people around them. As we learned in class, â€Å"pragmatic development occurs in conjunction with social development† and as the article states, language is what allows infants to know when, to whom, and under what conditions to speck, which concludes that the more responsive parent will allow their child to become more aware of theShow MoreRelatedLanguage And Communication Impairments Are Primary Features Of Autism Spectrum Disorders ( Asd )1177 Words   |  5 Pages Language and communication impairments are primary features of Autism Spectrum Disorders (ASD) and are the some of the earliest emerging behavioral markers of ASD. â€Å"Research with typically developing populations highlights the impor tance of both infants and maternal gesture use in infants’ early language development† (Talbott and Flusberg, 2015, p.1). 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