Longitudinal studies NSCDC, (2007) leave little doubt that the acquisition of language during early childhood significantly impacts the development of social competence and healthy emotional self-expression in adulthood. Studies suggest that limited exposure to language, prior to school entry, has the potential to severely limit the development of social skills (Burchinal, Robers, Zeisel, Hennon, & Hooper 2006). This includes the social skills required to form friendships. Delays in social development can persevere into adolescence and have negative consequences for being able to sustain a healthy friendship with one’s spouse. Inadequate positive social interactions during infancy and toddlerhood may result in lower-quality friendships throughout life (Durkin & Conti-Ramsden 2007). While the quality and quantity of language opportunities provided to infants and toddlers is a well-researched and complex topic there are amazingly simple strategies that child development specialist can employ to increase children’s language exposure and support early language development.
Implications for Child Development Specialists
Two easy ways that child development specialists can support the language development of infants and toddlers is to facilitate social interaction by:
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Engaging in ‘self-talk’ throughout the day. This is when the adult describes what they themselves are doing as they engage in a task (Patterson & Vakili, 2014). For example, saying out loud the steps to be taken during diaper changing or describing the actions of the adult as she is putting away objects where they are typically stored.
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Engaging in ‘parallel talk’: This is very similar to self-talk but involves providing words out-loud for the child to hear about what the infant or toddler is doing or attempting to do, or the emotion that the infant or toddler is expressing at that moment (Honig 2014). For example, saying, “I can see you trying to reach that ball”, or “You look very happy. I can see a big smile on your face” (Barrasso-Catanzaro & Eslinger, 2016).
Staying in-tune to the social and emotional expressions of infants and toddlers during the most important first three years of their development may well be our most important responsibility.
References
Barrasso-Catanzaro, C., & P. J. Eslinger. 2016. “Neurobiological Bases of Executive Function and Social-emotional Development: Typical and Atypical Brain Changes.” Family Relations 65 (1): 108-119.
Burchinal, M., J. E. Roberts, S. A. Zeisel, E. A. Hennon, & S. Hooper. 2006. “Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years.” Parenting, Science and Practice 6 (1): 79-113.
Durkin, K., & G. Conti-Ramsden. 2007. “Language, Social Behavior, and the Quality of Friendships in Adolescents With and Without a History of Specific Language Impariment.” Child Development 78 (5): 1441-1457.
National Scientific Council on the Developing Child. 2012. The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain (Working Paper 12). www.developingchild.harvard.edu
Patterson, J.E., & S. Vakili. 2014. “Relationships, Environment, and the Brain: How Emerging Research is Changing What We Know About the Impact of Families on Human Development.” Family Process 53 (1): 22-32.
