Mouthing and fingering supports vocal behaviors development

ABSTRACT

The current study explored the link between mouthing and fingering and vocal behaviours directed to objects and caregivers. Nine infants were tracked from the ages of 8–16 months by video recording their mouthing and fingering vignettes and vocal behaviours and vocal behaviours resulting in a total of 2,061 coded behaviours. Microanalysis revealed that the infants tended to accompany almost 25% of their mouthing and fingering vignettes with vocalization, a tendency that was found not associated with the attainment of linguistic milestones. Rather, it was found that the combination of mouthing and fingering link to most of the vocal behaviours directed to objects and caregivers. The benefits of mouthing and fingering to vocal behaviours development are discussed in terms of the level of exposure to vocal outputs and information integration skills provided by both exploratory forms.

KEYWORDS:

• Exploration
• mouthing
• fingering
• language development
• vocal behaviours

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Edna Orr

Edna Orr, PhD, is an expert in developmental psychology. She studies early-age development and the dynamic processes related to the cognitive development in babies and children. Her research focuses on symbolic behaviors, with special emphasis on symbolic play and language development in babies and children. Her recent book, Do babies engage in make-believe play? The emergence of make-believe play in babies was published by MOFET Institute in 2015. In addition, Orr is a Senior Lecturer at Gordon College of Education in Haifa, where she serves as Head of the Final Project for MA students and adviser to BA and MA students in her area of expertise.