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Child’s Communication and Developmental Influences

Current Events

Agnew (2014) published an article on a detailed study of how parents should dedicate their attention to let their babies understand that they are trying to communicate with them. Besides, babies use the babbling mechanism to communicate with their parents and if given attention, not only know that their parents are listening, but continue to communicate.

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Making infants aware

When babies know that their parents are trying to communicate with them, they get excited and make more prattling complex sounds as they try to convey some meaning to the parent. However, the parent’s response to the child encourages them shape their communication skills and adapt more complex communication techniques such as improving in the use of vocalizations.

Human communication

Agnew (2014) contends the belief that human communication is innate and that the feedback from the parent does not influence the child to learn how to communicate and vocalize. New studies show that parents who engage their babbling infants often discover that most of them accelerate the language learning and vocalization of the children.

Mother’s responses

Researchers have established the role of the mother to be crucial in the vocalization and language development of the child. The rationale is that when the mother responds to the babblings, the child continuous to direct more babbling which become sophisticated with time. That further leads the child to develop and speak more complex words and gestures at the age of 15 months. Other factors such as social stimulation, control groups, and closeness with the mother made strong contributions to the development of the language skills of the child. However, there is need for further research on how parents contribute to the cognitive development of the child.

Current Events

Research conducted by Piaget (1964) to determine the effects of the background television noise on the development of the child have revealed adverse effects on the quality and quantity of the language spoken by the child.

Parental input

By using parental inputs that have already been interfered with into the development of the child have revealed that the child’s learning outcomes are usually negative. The background noise has adverse effects on the phrases and new words. Besides, the number of words spoken decrease significantly for children exposed to the background noise coming from the television. The rationale is that language used by parents to communicate with the child is intrinsically affected. Parent-child interaction

When it comes to parent-child interactions, Piaget (1964) argues that TV programs and content should be tailored to enable directed learning. However, the results show that TV content should not be exposed to children and infants whenever possible.

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Adult directed content

It has been shown that the adult directed TV content is not suitable for the development of infants and children. However, children gain a significant deal when the parents get actively involved with them during plays. In addition, Piaget (1964) recommends that when parents play, it is important to ensure that they void the TV background noise and any other forms of media exposure especially when at the age of 2 years and below. Research shows that parents should be made aware of the potentially adverse effects on the development of children when exposed to media. However, there should be further studies to establish a logical conclusion on the effects of parent-child relationship on the development of the child with TV background noise that includes child infant content.


Agnew, S. (2014). Parents, listen next time your baby babbles. Web.

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research in science teaching, 2(3), 176-186.

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