PSY 2301 Child-directed Speech Name

PSY 2301 Child-directed Speech Name Institution Child-directed Speech Occasion where you have used child-directed speech There are several occasions I have applied child-directed speech, one of the occasion was when a child is crying; I had to use child-directed speech by imitating several familiar ‘cooing’ that the child was routinely used to. The aim of this was to try and detect the causative factor for the child to cry and demonstrate to the child that I have solved the discomfort, and I have now made the situation comfortable for the toddler. In this scenario, I have to imitate that I am punishing the causative agent and show the infant the causative agent is indeed punished. When feeding a child and the child does not have appetite and interest to that kind of food, and therefore, she rejects it, to make her eat that food I had to use child-directed speech through imitation of the cooing terms familiar with the child and varied sounds and expressions that appeals to the infant am enjoying the food, and the food is enjoyable therefore making her eat. Lastly, I have used child-directed speech whenever I saw and felt the child is sad. Therefore, I have to respond to this discomfort to a child by making efforts that will improve the mood of the child, with familiar words that the child is accustomed to wherever she is in good moods. I always imitated those words repetitively and made familiar sounds to the child while pointing at familiar objects which I have observed that the child preferred them What is different about the child-directed speech? Child-directed speech involves the use of several patterns of expression applied by the parent or the caregiver with an aim of communicating with a toddler. This speech method includes various significant aspects as simplified vocabularies, melodic pitch, slow tempo and repetitive question (Goodman, & Nusbaum,1994) Child-directed speech employs different vocabularies, pronunciations and the donations of sounds. A baby talk will force a caregiver to shorten and simplify words to bring out sense to a toddler. Also, the caregiver has to use slurred words and make nonverbal utterances, and this action generates unique vocabularies. Examples of these vocabularies include, ‘wa-wa’ for water, ‘num-num’ to mean meal, ‘beddy-bye’ to say it’s time bed (Goodman, & Nusbaum, 1994). What effect does it have on a child? Child-directed speech aid in language development of a child, the child become familiar with the modified and simplified vocabularies and therefore it provides the basis for the child to develop a mastery of the language. The use of babbles and identifying these babbles to represent familiar objects the child can familiarize with language and therefore makes a step in developing and learning a language (Oates, & Grayson, 2004). Child-directed speech helps the child in cognitive development, through the use of various vocabulary simplifications, sounds, coos and babbles plays a significant role in the mental development of a child. Child-directed speech contributes to teaching a child the fundamental structures of a language and its uses. When a child uses babble and a caregiver responds to it demonstrate to a child the bidirectional nature of verbal communication (Oates, & Grayson, 2004). Child-directed speech helps the infants in selecting appropriate social partners and in creating selective relationships with them, this tool helps a child identify the best director who may offer the best care for the child it also assist the child identify the people around them, differentiate between the parents and the caregiver and also identify the caregivers (Oates, & Grayson, 2004). References Goodman, J. C., & Nusbaum, H. C. (1994). The Development of speech perception: The transition from speech sounds to spoken words. Cambridge, Mass: MIT Press. Oates, J., & Grayson, A. (2004). Cognitive and language development in children. Milton Keynes, U.K: Open University.