Vocalization of Preschool child

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Vocalization of Preschool child

Vocalization is  sometimes  classified with manipulation as forms  of the tendency to  general  activity.   Whatever the  classification, it  is  true  that what has been said about manipulation could be said about the tendency to vocal  activity with of course a change  in organs and responses  referred to.   The tendency  is present  at  birth in the  form of an instinctive  cry, which is believed not  to be  differentiated for at  least two weeks.

Then there  develops  cries  characteristic of hunger or anger,and cooings  of pleasure,  content  and comfort.   While  it  is true that  the first vocalization or the  cry  of distress  is utilitarian,  the babbling sounds which later arise are  obviously indulged in for the pleasure which the activity  in and of itself affords.

It  is  through the  orderly and meaningful arrangement of these gurglings,  cooings, and babblings that  speech of one  form or another  is  finally organized.

Vocalization of Preschool child : Vocalization ,Vocalization,Language Development and Communication  activity of preschool child.

Preschool children doing activities.

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“One  investigator  found that  a child at  the age  of six averages more than a thousand articulate  sounds words  or exclamations per hour.

” Children differ widely  in their progress in language acquisition depending upon many factors–among which are necessity, reward and opportunity to  imitate  sounds. In direct  contrast  to  the talkative six-year-old mentioned is the little four-year-old whose attentive older sister made  it unnecessary for her to talk,  so she  said nothing whatever.

Crying and  laughing are  two  forms  of vocalization which are prominent  in childhood.

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To  cry  is  an instinctive response  in situations where helplessness  arises. For the infant  it brings  relief,  and so  is protective; but  as  the  child grows older he becomes ashamed of his helplessness,  so learns to perhaps substitute more manly responses when injury, or disappointment give  rise to the  overwhelming impulse to burst in to tears To  inhibit  this natural response to such situations drains heavily upon reserve nervous energy, and  it may be unfair to  expect  a child to  always  be  “manly”  in regard to crying.

To  laugh is  an instinctive  response which is not  adequately explained as to stimuli or function. It  is  the  infant’s  response to  general well-being and pleasant  surroundings.

It  takes  little more  than these  to  cause  older children and many adults to burst  forth in laughter.

Prof.  Gates  links “mirth with mastery”  in contrast to weeping with helplessness.  Experience however has  shown us  that  a child who  is  about  to  or has burst  into tears can by suggestion be made  to  change his  reaction to  laughing.

F. E.  Bolton says,  “it is good pedagogy to teach children to have  a good laugh occasionally.  It  all  reacts upon their moods.”         Whatever may be the  origin or function,  it  is  certain that both laughing and crying are nature’s provision of safety valves  in cases  of emergency.


Vocalization of Preschool child Article Source ; The Psycology of preschool child Submitted by Iris Coldwell Frampton

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