Early Language Development

Of all mankind's inventions, none was more consequential than the birth of language. Before its
creation, each person’s knowledge was limited to what he or she experienced directly.
Afterward, someone who learned something could share it with anybody else. In this video, we'll
look at four things known about Language Learning in general and then listen to the story of
lucky Lucy and poor Pete to understand the importance of language in everyday life.

Our brain’s foundation is built through experiences early in life. Pat Levitt, from the Center on
the Developing Child at Harvard University, studied our brain development over the course of
our life extensively. He showed how the brain's ability to change, dramatically drops in the years
of life, while the amount of effort such change requires increases. Another research showed that
at age 5, 90% of a kid’s brain has been formed. If during these years, the child is blocked from
receiving stimulating experiences, the language center and other parts of the brain are likely to
remain weak for life.

We learn language socially, by observing and imitating others. Some 1000 years ago, German
emperor Friedrich II wanted to prove the opposite and show that we develop language naturally
all by ourselves. He made his nannies raise some children. They were allowed to feed and
clean them, but not to interact socially or ever speak a word. Not one child learned to speak, but
instead, they all died. For the same reason, toddlers can’t learn language via tape or technology.
They need to be motivated through a human relationship. Then they pay attention and learn.

Our language brain growth strongest in year one. If we study the brain’s development by the
rate of new synapse formation over the first 11 months of life and then the next 15 years, we can
see how much the first 5 years matter. The growth in the part of the brain responsible for
language peaks between birth and age three. During this critical period, children can learn a
new word every 90 minutes and several languages simultaneously. Our sensory pathways,
responsible for vision and hearing, peak before. Which makes sense, because we need to see
and hear to imitate language. 4-month-old infants for example, if raised bilingually by a British
mom and a Chinese dad, can already differentiate between two languages just by observing the
lip movements of their caregivers. Higher cognitive function, such as logical reasoning, peak
only once we have the words and know the symbols to make sense of our world.

Language Makes Our World. Rich language skills allow us to really listen, to speak well, to enjoy
reading and master writing. They can create an entire world around us. As the German
philosopher, Wittgenstein said, “the limit of my language, is the limit of my world”. Let's take, for
example, the word “daycare” center. Some people think of it as a preschool, the Irish call it
play-school, and the Germans invented the word Kindergarten. Only if we know all 3 words, we
can understand what's possible.

Now let's listen to the story about Lucky Lucy and Poor Pete, two children raised in two very
different ways. Lucy is raised by her mother. The mother is an average native English speaker
who knows around 20,000 different words. Pete’s parents hire a nice nanny from a foreign
country. Instead of speaking in her native language, the nanny is told to talk to Peter only in
English. While her everyday English seems okay, she actually knows only around 5,000 words -
¼ of what Lucy's Mom knows.

Year One is when the language brain is developing the strongest

If Lucy is awake half of the time her mom speaks, she will hear around 10,000 words per day
with maybe 2,500 being directed at her - directed language is what matters. Whenever her Mom
connects a word with actual experience, Lucy learns its meaning. Pete hears English only when
the nanny deliberately speaks to him - around 1000 words a day. But not only quantity is lower,
but also the quality. As the nanny is not fluent, there is a chance that many words come across
broken.
On their first birthday, both kids can say “Mama” and “Papa”. What we don’t see, is that Lucy
actually already knows many many words, even though she can’t say them but Pete's language
universe is more limited.

When Lucy and her mom look at picture books, her mom points out what they see. A little
monkey is also a gorilla, an ape, a clever animal that uses tools, climbs trees and lives with his
mama and papa in the rainforest of Africa. When Pete looks at a picture book, his learning is
limited by the language of the nanny. The same monkey is just “cute” and eats bananas. To
compensate, he’s given a language app. But as Pete lacks the foundation, he doesn’t
understand a word. To him, it's just a bunch of new sounds strangely connected to colorful
characters. On their second birthday, Lucy knows already well over 200 words - the amount
where children start to learn rules and apply grammar. Pete knows less. Sometimes he gets
frustrated because he can’t express himself.

Lucy likes to go with her Mom into the park. Sometimes they watch the old man play chess. She
doesn’t understand the game but knows there are pawns rooks, knights, a queen, and a king a
bishop and a horse. One day, when she will learn the rules, it will be easy, because she sees
each figure clearer. Her understanding of their special skills is obvious.
For a lack of language, Pete sees just a big checkered board and some wooden figures, which
look all quite the same: pawns, knights, bishops, rooks. To learn the rules later will be hard for
Pete. All the figures look so similar. How could they do different things? At their 3rd birthday,
both can say their own name and form sentences. Lucy's vocabulary holds now 1,500 words.
Pete got 500 to make sense of this world.

In year 4 they enter kindergarten.

When Pete stands in front of the big shelf he sees different wooden blocks, the ball, some other
toy, a horse and the yellow digger. When Lucy stands in front of the same shelf she sees circles,
triangles, squares, a basketball, the red pinwheel, the beige rocking horse and the carton box of
the lego technic digger.
At playtime, Lucy understands what others are talking about and often takes the lead by
suggesting a new idea. Pete often doesn't understand what she means
If the group discusses something for longer, he zones out because he has trouble following the
conversation.
By the end of the year, Lucy knows 3500 words whereas Pete knows only 1000 words.

Lucy now forms more complicated sentences in perfect grammar. In the evening her mom reads
bedtime stories to her. Words she’s missing, she learns out of context. As a native speaker, the
mom can raise and lower her voice, making the stories exciting. Fairytales becomes alive in her
head and Lucy learns to imagine and to think creatively.
Pete still speaks in more simple sentences and his grammar is not perfect. When his nanny
reads to him, the voice is more monotone. It’s more boring and paying attention is more difficult.
Words he's missing often remain missing.
By the end of the year, Lucy knows 6000, and Pete knows 2000 words.

To understand why the actual difference in language abilities between the two is even larger
than it seems, let's imagine that words are nothing but tools that help us encode the world, form
thoughts, structure ideas and then communicate with others. With 6000 words, compared to
2000 words, Lucy’s toolbox is now 3 times the size. Lucy has a huge head start as she is
entering elementary school.

Einstein by the way, as a child, seldom spoke. One interesting anecdote goes like this: “As he
was a late talker and hardly spoke at the age of 7, his parents were worried and tried many
things to get him to speak. At one point they were afraid that he had learning disabilities. At last,
at the dinner table one night, he broke his silence to say, "The soup is too hot." Greatly relieved,
his parents asked why he had never said a word before. The young genius replied, "Because up
until now everything was in order."

What are your thoughts about Language Learning?

Can someone like Pete still catch up later in life? Or maybe find other good ways to express
himself?

Maybe our point of view is too narrow and Pete and Lucy actually balance each other out with
the different skills they have?

Please share your thoughts in the comments below.