The World of Words.

We think of language as starting with a child's first word. Aside from being a thrilling moment for parents, that first word heralds the beginning of a new stage in our parenting. We begin to foresee a future of conversations and discussions. This first word, however, is not the beginning. Rather, it is the culmination of complex developmental changes. From the beginning, babies are ready to learn language.

* Born To Listen. Babies show an interest in language during their first weeks of life. When infants are held and talked to quietly, most will settle down and search for the source of the sound. They will watch our mouths as we talk. Language remains the foundation of social skills, and attention to language is one of an infant's earliest social responses.

* The Rhythm of Language. During early infancy, babies respond to language's sound patterns. In one study of babies' responsiveness to language patterns, two separate tapes were played to young babies. The first was of language; the second tape was made from the first, but segments were cut and spliced together in a scrambled order. Although the second tape had the same basic sounds, it did not have the pattern of human speech. The babies listening behaved differently to the different tapes. When the language tape was played, the babies usually quieted down and their brains showed an alert pattern. In contrast, their behavior did not change when listening to the scrambled tape. The preference for, and recognition of, the rhythm of language are building blocks for language development.

* The Sounds of Language. Each language is made up of its own assortment of sounds, to which babies can respond during the first months after birth. They can listen to foreign languages as attentively as they can to the language spoken at home. By late in the first year, infants have become more attentive to the language their parents use to talk to them and to provide comfort. The sounds that they hear from their parents prepare them to learn their own language.

* Finding Words. Babies hear a stream of sounds and intonations. In order to learn language, they must sort out these sounds to determine which have meaning. Scientists are starting to understand how this process happens. Children's first words often are ones that they hear repeatedly-like "cookie" or "daddy." Recent research has sought to find out what would happen if unusual words were heard. To answer this question, researchers read aloud stories that included several unusual words. Weeks later, the babies heard a new set of stories that included the unusual words from the original stories. The babies who had heard these unusual words listened more attentively to the stories. Exposure to new words extended the number of words to which the babies gave their attention, and helped build vocabulary.

* The Meaning of Words. Scientists have shown that 6-month-olds know the meaning of the words for "mother" and "father." In one study, babies were shown a picture of their mothers and one of their fathers. They then heard a tape of a voice saying "Papa," "Daddy," or "Mama." The babies would turn their heads to the correct picture. When the researchers replaced the picture of the baby's father with a picture of another man, the babies did not turn to look at the new picture. The babies' behavior showed that they knew the meaning of these words.

* The Grammar of Language. Long before they utter their first words, babies have started to understand grammar. Babies listening to two sets of tape-recorded human speech would listen intently to the one with grammatical dictation, but would turn away and stop listening when ungrammatical tapes were played. These babies, of course, did not know about nouns and verbs, yet they would react differently when the taped speeches violated grammatical conventions. By 18 months, babies have acquired knowledge about grammar. The language they hear provides the basis for their growing language skills.

All of this amazing potential is part of children's initial endowment. They use it to acquire words and language. It is not necessary to "teach" language to children. We have only to provide a rich and interactive language environment. As parents, we want to support the development of language as a social, as well as an intellectual, skill. Here are some of the things we can do:

* Talk Early and Talk Often. A healthy, full-term infant is eager to listen and watch as a parent talks. Rarely will a parent find a more attentive audience! Talk about the infant's sibling, about your plans for the afternoon, or about diapering. He or she will listen. Speech soothes and interests an infant. It provides experience with the rhythm, sounds, and grammar of language. Conversation also supports the development of attachment and paves the way to developing language skills.

* Songs and Poems. Because infants are responsive to the rhythm of language, even the very young can enjoy listening to poetry. Think of some of your own favorites from Dr. Seuss or from A. A. Milne. They share a compelling rhythm that organizes sounds and words. Because infants are often comforted and calmed by songs and poems, bedtime routines around the world include lullabies. "Sleep, Baby, Sleep" and "Rock-a-Bye Baby" have lulled countless babies to sleep over the centuries. These words help children connect parents with love and safety. Songs and poems also provide language training at its best.

* Words in the World. Babies are captivated by the world around them. They listen to descriptions and labels for what they see and touch. We sometimes think that we need to take our babies to special places to see unusual sights. Actually, a baby lives in, and loves, her immediate space. Babies like to hear their parents tell them about their blanket and their dog and their lunch. An unrushed trip to the grocery is an adventure, because they can hear the words for colors and objects. They listen as you tell them about the green pepper or the mounds of apples. A visit to a neighbor's house or to see the grandparents provides new worlds to look at, taste, smell, and hear. All of these experiences provide new words and connections.

* First Books. Toddlers love stories. They like books about people and animals, about trucks and trains. They like books for the sounds and rhythm of language, as well as for the stories. That's why they beg us to read the same book over and over, night after night. Even though we plead with them for a new story, our children need to hear books repeatedly. They love being able to predict the rhythm and confirm their mastery. Babies study language by learning about words and speech patterns.

* Up Close and Personal. We live in a world where songs can be provided with the click of a dial and stories can be told by popping in a video. A lovely children's tape of bedtime songs does not, however, replace the voice of a father singing to his child before bedtime. A video does not replace a mother reading and rereading a favorite story. The best exposure to language comes along with a shared experience with caring people.

A child's first words follow months of experiencing and enjoying language. The language development that follows is strengthened by interesting and varied exposure to language with parents and caregivers. Our babies have incredible potential. We need only add the words.

Most of us remember books that captured our imagination and transported our spirit. I would like to learn about the books that adults still remember and love. Please tell me about a few of your own favorites. (E-mail: helen.klein@wright. edu; Fax: [phone]; or write to: Helen Altman Klein, Department of Psychology, Wright State University, Dayton, Ohio, 45435.)

Copyright [C] 2001 by the Association for Childhood Education International. Permission to reproduce this column intact is not required. It is hoped that readers will distribute copies to parents, colleagues, and others who work with children.