Care giver speech
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Caregiver speech refers to the simplified and repetitive type of speech used by adults when speaking to infants and babies. It is characterized by slower speech, higher pitch, exaggerated intonation, shorter utterances, and simpler sentence structures. Caregiver speech helps infants learn language sounds and begin to recognize, then comprehend words. As children develop, their parents' speech becomes less repetitious with longer, more complex sentences about topics relevant to the child's everyday experiences and interests. While language development is primarily driven from within, caregiver speech offers support and guidance along the way.
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Care giver speech
- 1. Page 1 Caregiver Speech Presented to: Ma’am Rabia Presented by: Hafsa Kayani
- 2. Page 2 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
- 3. Page 3 Parents and adults help infants master language sounds by talking in a distinctive style
- 4. Page 4 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
- 5. Page 5 •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
- 6. Page 6 • 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
- 7. Page 7 • 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.
- 8. Page 8 • 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
- 9. Page 9 • At 6 months – if an infant hears either “mommy” or “daddy”, they look toward the appropriate person.
- 10. Page 10 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
- 11. Page 11 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
- 12. Page 12 • Roger Brown: the development of some aspect of language may be related to their frequency of use by parents, but by no means all.
- 13. Page 13
- 14. Page 14 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)
- 15. Page 15 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
- 16. Page 16 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
- 17. Page 17 More complex • Imperatives: – Turn off the tap! – Come home! • Questions – What is tony eating? – Why are you crying?
- 18. Page 18 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
- 19. Page 19 • Children have inbuilt filter – What they pay attention to – Selective in WHAT he uses from the environment provided – WHEN to use it
- 20. Page 20