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Communication in Children

Abbey M. Schwab

Department of Communication, Pittsburg State University

COMM 441*02 Topics in Communication

Kristen Livingston

December 1, 2021
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Communication in Children

When does communication begin for a child? Communication begins for children inside

the womb; as they begin developing, the fetus begins to respond to stimuli from people touching

their mother’s belly or hearing their mother speaking to them. Once the child enters the world,

they often make their presence known through loud cries. As the infant gets older, what adults

interpret as communication may not be applicable to how a certain child is developing language

skills. Children are learning about themselves, others, and the world around them through

communication. Parents need to know what is age appropriate, when to be concerned about the

lack of communication skills, and how to foster an environment that promotes these necessary

skills.

Many parents complain about their children not communicating on their timeline or when

they demand a response, but parents are not willing to look at how their own behaviors are

affecting their child’s ability to communicate. Every child needs an environment that promotes

language skills, and this environment needs to be one that is free of judgment and criticism

("Helping Children Communicate | Scholastic", n.d.). When a parent/caregiver is quick to correct

or draw attention to a child’s incorrect use of grammar, they are less likely to feel comfortable

talking to that person again. A great way to foster an environment that allows the child to test out

their language skills without fear, while still helping them learn how speak correctly, would be to

paraphrase what the child said with the correct form of the word. For example, John comes into

the room and says, “Mom, I founded a squirrel outside!” Instead of correcting him in a negative

way, you would say, “Wow! You found a squirrel outside?” Children need to know that when

they are beginning to learn necessary life skills, it is okay to make mistakes.
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Along with an environment free from criticism and judgment, a child needs someone who

takes time to listen to their ideas and stories ("Helping Children Communicate | Scholastic",

n.d.). When a child knows that their parent, caregiver, or teacher cares about what they have to

say, it encourages them to continue trying to communicate in effective ways. If the child is

constantly being shut down or told their stories and opinions are not valid or obscene, they will

not feel confident or comfortable in their abilities. It only takes a few minutes to listen to a child

talk about why they chose to color their picture with a yellow Crayon, and it helps them build

language skills when you expand on what they are saying and use nonverbals to aid your verbal

message.

Making children feel valid in their thoughts and ideas goes along well with helping

children understand how to effectively communicate about their emotions and experiences

("Helping Children Communicate | Scholastic", n.d.). It is very important that an adult uses their

own communication to help children label and describe their emotions. For example, Sarah

explains to you that her brother said something mean about her the other night. An adult could

use their nonverbal communication to show Sarah that they are sad with their facial expressions

and tone of voice when they say, “I’m sorry. It must have made you very sad when your brother

used his words to hurt you.” As the adult, you are showing the child how a sad person might look

and sound through their nonverbals, and you are giving their feelings a name. You could go a

step further and encourage the child to label their emotions through descriptive words like

cloudy, small, and heavy. A great way to aid children, in not only communication skills but

emotional recognition, is to read them books, and you could use this instance to read them a

book about experiencing sadness.

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Not only does a child need supportive environments for their emotions and newfound

skills, but they also need a physical environment that promotes the learning and growth of

important social and communication skills ("Helping Children Communicate | Scholastic", n.d.).

Children need to engage in dramatic play with other children or adults to learn how to interact

with and understand how other people work. When children are making up stories and taking on

the role of others through dress-up and make believe, they start to understand that other people

have different perspectives and values than they do. When children verbally and nonverbally

engage in storytelling, they are learning how to resolve conflicts, regulate their own emotions,

and communicate in ways that make everyone feel welcome. When playing games, children

learn that to attain something they need, they must communicate with both words and nonverbals

in a way that is inviting and appropriate. For children to fit into society, they must become

socially competent (Kostelnik et al., 2018). Socially competent children know how to problem

solve, work well with others, accept differences, and understand their own and others’ emotions.

Providing opportunities for children to practice their communication skills through play is a vital

part of helping them become socially competent.

Children need adults to model appropriate and strong communication skills as they learn

the most through watching and listening ("Helping Children Communicate | Scholastic", n.d.).

Everyone knows that children copy what their parents say and do, especially when it is a swear

word or mean gesture. It is critical that adults model strong communication skills such as eye

contact, appropriate nonverbals, correct grammar, and active listening. Children will see and hear

how you not only talk to them but to others, and it is vital that they see you modeling the same

effective communication skills you want them to display.

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Every child is going to develop communication skills at different rates, and it is not

something to be concerned about until they are about three months past their milestone age. It is

important to remember that milestone ages are only averages and not a guarantee (Arnett, 2016).

If it becomes a concern, you will want talk to your pediatrician as it is crucial that you help your

child if they have a disability or developmental delay. Being proactive and getting your child the

assistance they need early on is the best way to help them be successful in life.

No matter a child’s age or skill level, it is important they know they are cared for, and

their thoughts, opinions, and communication are valid and appreciated. Having the necessary

play time and objects to aid a child’s language and social skills can help them be a well-adjusted

adult. Modeling behavior that encourages strong communication will not only help your child

now but later in life; they are more likely to effectively communicate with their partner or

coworker because they saw these behaviors as a child. When a child can identify their emotions,

they can begin to empathize and understand others’ perspectives and feelings. To be a socially

competent individual, children need to first learn how to communicate their needs and wants

along with understanding the world around them. Giving children an environment that promotes

strong communication skills enables them to become socially competent, successful adults.
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References

Arnett, J. J., (2016). Human Development: A Cultural Approach (2nd Edition). Pearson.

Helping Children Communicate | Scholastic. Scholastic.com. Retrieved 1 December 2021, from

https://www.scholastic.com/teachers/articles/teaching-content/helping-children-

communicate/.

Kostelnik, M., Soderman, A., Phipps Whiren, A., & Rupiper, M. (2018). Guiding Children's

Social Development & Learning (9th ed.). Cengage Learning.