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Language Development & Communication
Promoting Communicating & Speaking
WiseTip: LD-COM-M0009-I01B

Respond to your baby’s cooing and babbling. Converse with your baby as if they understand everything you are saying.

0-9 months
Interaction with child
WHY IT MATTERS

Young infants begin to acquire skills for turn-taking, speech production and build their vocabulary through

protoconversations

Protoconversations - In protoconversation, adults conversed with the preverbal infants, and infants responded by making eye contact, cooing, smiling, showing lip and tongue movements or waving arms. The exchanges of ‘conversations’ between an adult and the infant enable the learning of social aspects of communication by engaging in turn-taking behaviour in protoconversations.1

1. California Department of Education. (2012). California Infant/Toddler Curriculum Framework.

even before they start to speak. They do so in interactions with responsive adults.

In protoconversations, the adult may say something, and the infant responds by making eye contact, cooing, smiling, showing lip and tongue movements, or waving arms, which then invites a response from the adult. These caregiver-child interactions help build infants’ abilities for further language acquisition. A study showed that maternal interaction with infants as young as two months occurred in various modalities, including gaze and vocalisation.

1, 2

  1. Bateson, M. C. (1975). Mother-infant exchanges: the epigenesis of conversational interaction. Ann. N. Y. Acad. Sci. 263, 101–113. doi: 10.1111/j.1749-6632.1975.tb41575.x

  2. Yoo, H., Bowman,D and Kimbrough, O.D., (2018). The Origin of Protoconversation: An Examination of Caregiver Responses to Cry and Speech-Like Vocalizations. Frontiers in Psychology 9: 1510. (Level V) USA.

These “conversation-like” interactions go back and forth between the adult and the infant for several turns. Studies have shown that the timings of these sequences are like that of adult verbal conversations. A study on infants aged between eight and twenty-one weeks based on the analysis of 176 samples of naturalistic face-to-face interactions clearly showed that infants can initiate these conversations. Turn-taking in preverbal interaction adapts to infants’ changing motives for communicating and learning. Additionally, this also paves the road for learning the crucial

socio-cognitive skills

Socio-Cognitive Skills - Hoffman outlined a shift over time from infants’ self-concern to toddlers’ and young children’s empathy and prosocial behaviour in response to others’ distress. He argued that children’s socio-cognitive skills, such as self-other differentiation and perspective taking, play a key role in the emergence of prosocial behaviour. There is also evidence that socio-cognitive skills, such as emotion understanding, perspective taking, and self-awareness are related to individual differences in children’s prosocial behaviour.2

2. Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice. Cambridge: Cambridge University Press.

that precede and enable language use.
3
  1. Gratier M., Devouche E., Guellai B., Infanti R., Yilmaz E., Parlato-Oliveira E. (2015). Early development of turn-taking in vocal interaction between mothers and infants. Front. Psychol. 6:1167. 10.3389/fpsyg.2015.01167.

Evidence shows that caregivers' speech to babbling infants provides crucial, real-time guidance to the development of their prelinguistic vocalisations.

4, 5

  1. Goldstein, M. H., & Schwade, J.A. (2008) Social feedback to infants’ babbling facilitates rapid phonological learning. Psychol Sci 19:515–523.

  2. Morgan, L., & Wren, Y. E. (2018). A Systematic Review of the Literature on Early Vocalizations and Babbling Patterns in Young Children. Communication Disorders Quarterly. https://doi.org/10.1177/1525740118760215

In an experiment with 60 nine and a half month-old infants, mothers of the infants were instructed to provide models of vocal production timed to be either contingent or noncontingent on their infants' babbling. Infants given contingent (immediate response to babbling) feedback rapidly restructured their babbling, incorporating phonological patterns from caregivers' speech. However, infants given noncontingent (non-immediate) feedback did not. Thus, preverbal infants learned new vocal forms by discovering phonological (sound structure) patterns in their mothers' contingent speech and then generalising from these patterns to create more sounds to communicate.
4
  1. Goldstein, M. H., & Schwade, J.A. (2008) Social feedback to infants’ babbling facilitates rapid phonological learning. Psychol Sci 19:515–523.