April 7, 2014
Nurture Shock continues to give and give.
Chapter ten is devoted to speech and language development.
For years we have seen an increase in baby videos and music geared toward making an Einstein out of every kid on the block. Parents have spent hundreds of dollars trying to achieve this goal.
Dr . Andrew Meltzoff wanted to quantify the benefit of videos like the Baby Einstein series in regards to childhood language development. What they found was alarming. The more time a child spent watching these types of videos the worse their vocabulary growth would be. This seems backward until Dr. Patricia Kuhl teased out the reasoning behind the results.
She discovered that "babies' brains do not learn to recognize foreign phonemes off of video or audiotapes - at all". On the other hand they do learn from a live human speaking to them. The viewing of videotapes without a human face speaking had virtually no effect on auditory processing and later language development.
If the video viewing event used a human with facial expression and audible speech, then the learning process was enhanced. However, this is not the end of the story. As one would expect, there is no substitute for a live human interaction for learning.
Merryman noted this reality in this statement:
"The information flow that matters most is in the opposite direction we previously assumed. The central role of the parent is not to push massive amounts of language into the baby's ears; rather, the central role of the parent is to notice what's coming from the baby, and respond accordingly--coming from his mouth, his eyes, and his fingers."
As with the nurturing model of positive feedback for stress reduction, we have a similar model here with appropriately timed parental response to a babys' sounds that code for objects enhances the language outcome.
Can an over eager parent cause a problem? See below.