From Sounds to Speeches: The Development of Communication in Children.
The ability and intelligence to communicate via actions and words is one of the greatest and most complex gifts that has been bestowed upon mankind. From the formation of a coherent thought to the articulation and eloquence of speech, the development of the capacity to communicate is a marvel. It is a very underrated ability when perceived in adults because communication by that point is the foundational basis of existence and interaction.
New-borns and infants are born with the ability to communicate, as surprising as it may sound. They begin with constant communication through their actions, i.e., non-verbal communication. Non-verbal communication is the method of communicating through gestures, symbols, actions, expressions, etc.— basically anything that does not require you to speak. Infants, in particular, try to express hunger, need for rest or attention through their non-verbal cues or through crying (sound). A few indications that they are ready for interaction could be:They are awake and alert.
They bring their hands or feet together, or they stay in a softly tucked position with their arms and legs tucked up into the middle of her body.
They grab at someone’s finger or an object.
They put their hand on their ear, the side of their face or near their mouth.
They move smoothly (not jumpy or startled).
Their eyes are wide open, and they try to follow a moving face or object.
Experts and numerous researchers suggest that linguistic development or verbal communication during early childhood develops (develop is used twice in one sentence, please change.) majorly as a result of parent-child interactions, since they are the caregivers, and main (or sometimes the only) source of exposure to language. Trying to babble words is a huge step in language acquisition since babies love to mimic sounds they hear. At this stage, the brain starts to organize information from the sounds the baby hears by recognising the sound patterns in relation to the imagery provided to them (for example, when the parent points at the picture of an eye, while pronouncing the word). It is helpful, and an intelligence booster, if each of the parents speaks a different language with the child, since it helps them recognise differences between languages with their accents at an early age and boosts their language acquisition abilities. At a slightly later age, from 2-5 years, language, understanding and recognising imagery, symbolism, facial expression and non-verbal cues become key to the beginning of socialization and making friends or perceiving the behaviors of their peers. They learn to communicate with their peers, exchange knowledge and eventually build a rapport. They are able to state their preferences more clearly instead of just crying when confronted by something unfavorable. Music, rhymes, and stories are a great way to help the child build an understanding of how to organize language, how to speak in context, recognize underlying themes, develop visual learning and imagery, and learn about social cues.
Communication, in general, may not seem like a significant issue to those children or individuals who have had an overall normal development; the group that often struggles with communication includes those suffering from neurodevelopmental disorders.
So what are neurodevelopmental disorders? Disabilities linked with the primary functioning of the brain and the nervous system as a whole are called neurodevelopmental disorders. ADHD, autism, learning impairments, intellectual disability (also known as mental retardation), conduct problems, cerebral palsy, and other associated disorders are a few examples of neurodevelopmental disorders in children. They also face visual and hearing impairment. Children with neurodevelopmental problems may struggle with their language, speech, motor coordination, behavior, memory, learning, or other brain processes, and even forming social relationships. While the signs and symptoms of neurodevelopmental impairments frequently alter or progress as a child gets older, certain conditions remain irreversible.
Since communicating verbally is a difficult task for them, these individuals have learned various other forms of communication to express their thoughts and feelings. Some of these abilities include communicating through drawing, playing, writing, or using hand and face gestures; people who suffer from various learning difficulties and have a hard time grasping and following verbal communication may have learned social tactics to assist them "disguise" their difficulties.
To promote the best results for children with autism spectrum disorder (ASD) and related neurodevelopmental disorders, an early intervention targeting communication and other crucial developmental aspects is strongly advised (American Academy of Pediatrics 2007; Individuals with Disabilities Education ACT [IDEA] 2004; National Research Council 2001; Satcher 2000). Moreover, early and intense intervention based on behavioral principles has been associated with increases in IQ (Sheinkopf and Siegel 1998), communication (Cohen et al. 2006; Sallows and Graupner 2005), and other domains. Family members and caregivers of people with neurodevelopmental disorders can instill certain methods to better communicate with these individuals. These could include understanding that, although these individuals have a wide range of communication abilities, some of them may struggle to express their feelings verbally and nonverbally (for example, through body language and facial expressions) or have a very literal understanding of language, making it difficult for them to comprehend figurative language (such as metaphors and idioms). Hence caregivers must construct words in a much more easier and understanding manner, and also make sure to keep communication brief and simple, avoid the use of metaphors, idioms, similes, or analogies, explain concepts with concrete examples and facts, and ask targeted questions while taking care so as to not overwhelm them with verbal material.
In conclusion, it is essential to recognize that people with neurodevelopmental problems do not lack communication skills; rather, simply communicate in a different way. These people require greater compassion and assistance from us, and we must make sure that their problems are not disregarded or underappreciated.
Co-head of Psychology Creative Column,
Psychology Committee of SDSOS, NMIMS.
Anushkaa Prabhu is a student in her second year pursuing B.Sc. Applied Psychology. Her main interests lie in artistic fields like dance, music, painting/sketching, etc., where she has won major accolades for Indian classical and folk dance, internationally. Undoubtedly, these interests include the pleasures of writing short essays and poetry. The author found her passion for writing at the very beginning of the infamous Covid-19 pandemic and continues to enjoy the freedom of expression and the depth to emotions that literature and language can provide.
Member of Psychology Creative Column,
Psychology Committee of SDSOS, NMIMS.
Sparsha Rai is a first-year student, currently pursuing her B.Sc in Applied Psychology from NMIMS, Mumbai. She is originally from Mangalore, a stunning city located in the Indian state of Karnataka. She is a creative and funny individual, who uses music and jokes to get through the obstacles in life. She intends on being the best at whatever she does and aspires to become the best and most original version of herself.
References:
https://docs.bvsalud.org/biblioref/2020/09/1119402/59629-texto-do-artigo-293526-1-10-20200910.pdf
https://www.epa.gov/sites/default/files/2015-10/documents/ace3_neurodevelopmental.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5348480/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6913527/
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