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Babies are dumbing down through baby talk: Without “Dutzi Dutzi” babies are smarter
If parents only speak baby language to their baby, they damage the child's language development. “Dutzi Dutzi” or “Making Bubu” is far from enough, because even before school starts, those children with whom there was reasonable talk are far ahead of their peers.
Long and complex sentences are used by parents who are not good for their offspring if they only talk to them in baby language. “Dutzi Dutzi” or “Making Bubu” harm children's language development. Scientists recommend using long and complex sentences when talking to children of baby and crawling age. According to Anne Fernald, a psychology professor at Stanford University, the little ones build intelligence through language. New studies would suggest that how much and how elected parents talk to their toddlers will play a crucial role in future development. The results were presented at a meeting of the American Association for the Advancement of Science in mid-February. These would also raise the question of whether even earlier language support could be worthwhile for disadvantaged children.
The earlier the better. The scientists found that the earlier parents start explaining the world to their children, the better. This should not mean, however, that mothers and fathers now have to start at the crawling children with index cards and a targeted learning program, according to the motto: “Here is an orange. And that's a bowl. ”Rather, it is a matter of putting words and their meanings into context so that the children can store corresponding connections in the brain. For example like this: "Come on, we put the orange in the bowl with the banana and the apple and the grapes."
Millions of words more heard than their peers Even if the results sound obvious, they would by no means always be implemented in everyday life, as the researchers demonstrated. For example, children from families with middle or higher incomes up to preschool age would have heard a total of several million words more than their peers from poorer families. In order to document what they heard during the day, psychologist Fernald equipped toddlers with recording devices. The scientist recorded more than 12,000 words of direct address for one of the children - in contrast to general background noise such as television or adult conversations. In contrast, only 670 words of direct address were given to another child.
Big differences also in the speed of learning As Fernald reported, this was not only accompanied by big differences in language development, but also in the speed of learning. Five-year-olds from poor families could lag behind their better-off peers in development for up to two years. As Kimberly Noble of Columbia University said, this can also be confirmed by brain tests. The language centers in the brain are more pronounced in children from wealthier families. Fernald added that the gulf opened at the age of 18 months. According to their study, children from poorer backgrounds only reached a language understanding at two years of age that the offspring from better-off relationships had six months earlier.
Vocabulary size is crucial The amount of vocabulary can be crucial for learning. A sentence like "The kitten is lying on a bench" could help children who already know the word kitten to understand the previously unknown word bank from the context. If, however, the central term is missing, the rest of the sentence rushes past the little ones without them being able to learn anything. This is why experts would discuss whether professional early intervention should start at three instead of four. There is also debate about how to improve the quality of daycare centers and whether parenting programs based on the motto "Talk more" could make sense. The latter point, however, is likely to be difficult to implement if the parents themselves cannot read well or do not recognize the purpose of the programs. Many of the mothers and fathers also simply have too little time, especially if they have to do several low-paying jobs side by side.
Mothers learn to express themselves more selectively As scientists believe after preliminary research results, such educational measures could still be worthwhile. For example, Fernald is observing a program called “Habla Conmigo” for Spanish-speaking low-income mothers in San Jose, California, and has spoken to 32 families. She found that the children did not take much of what their parents or other caregivers had spoken to each other. Real learning only came about when they were addressed directly. As part of the program, the mothers attended an eight-week course in which they should learn to talk more with their children at the age of crawling and to express themselves more freely. Fernald reported that the students' children had a larger vocabulary compared to a control group at the age of two and learned faster.
Many children need speech therapy In general, language development makes enormous progress from the age of three. By the second birthday, a child speaks an average of 100 words. Two years later, the vocabulary rose to 2,000 words. By the fourth birthday, some children are already building multi-chain main and secondary clauses. The rest usually follow during the first two years of school. In general, boys need more support when learning than girls. The AOK scientific institute (WIdO) found in the 2013 drug report that every fourth six-year-old boy needed speech therapy. The proportion of girls is only 17 percent. (ad)
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