Post on 11-Apr-2017
transcript
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Caregiver Speech
Presented to:Ma’am Rabia
Presented by:Hafsa Kayani
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Caregiver Language
The simplified and repetitive type of speech, with exaggerated intonation and rhythm, often used by adults when speaking to babies.
•Motherese, caretaker language, caregiver language
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Parents and adults help infants master language sounds by talking in a distinctive style
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Qualities
• Speech addressed to children is different from that to adults
• Child-directed speech is slower• Spoken with higher pitch • Exaggerated intonation • Utterances are shorter• Sentence length is one-third of that of
adults
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•Sentences are well-formed •Simple in structure•Repetitious•Same lexical item recur•Special baby words are sometimes used•Doggie , Birdie, Gee-Gee, Chuff-Chuff, Tum-Tum•The topic is related to ‘here’ and ‘now’ –things that are present both in place and time
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• The link between caregiver speech and child speech is not straightforward
• Correction by parents• Immediate repetition by child –no significant result• Words and constructions which occur
frequently in adults will be produced early by children
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• When talking to girls, adults use more words like “doggie” and “blankie” whereas with boys, adults use more words like “dog” and “blanket”. Girls hear twice as many diminutives.
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• Infants first recognize words, then they begin to comprehend words
• At about 4 ½ months of age, infants will listen longer to a tape repeating their own name than to a tape of different but similar name
• At about 7-8 months of age, infants readily learn to recognize new words and remember them for weeks
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• At 6 months – if an infant hears either “mommy” or “daddy”, they look toward the appropriate person.
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Productive Vocabulary
• Early productive vocabularies of children include names for people, objects, and events from the child’s everyday life.
– Frequent events or routines are also labeled, such as “up” or “bye-bye”
– Nouns predominate the early productive vocabularies of children
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Unconscious Repetition
• For example:
• Open your mouth, open it• Spit out the snail, spit the snail
out, spit it out• Give mummy the snail, give
the snail, to mummy
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• Roger Brown: the development of some aspect
of language may be related to their frequency of use by parents, but by no means all.
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Fine-tuning hypothesis
Parents have an inbuilt sensitivity to their children. They gradually increase the complexity of their speech as the child becomes ready for new stage.
Cross(1977)
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Recent research
• Parent attune their speech to children’s need
-according to child’s interest -not by language structure• Subconsciously guiding• No sign of step-by-step programme
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Child gets older:
• Parents speech less repetitious• Longer sentences• More complex subject• Simple active declarative
sentences matter• For example:
– Toby wants a bath– Mariton is eating a bun
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More complex
• Imperatives: – Turn off the tap!– Come home!
• Questions – What is tony eating?– Why are you crying?
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Conclusion
• Language cannot really be taught
• One can only offer the thread along with language develops on its own
• Adults help their children by talking about things that interest them
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• Children have inbuilt filter– What they pay attention to– Selective in WHAT he uses from the
environment provided– WHEN to use it