The role of babbling in the child's acquisition of language.

Abstract

The nature of babbling and its function(s) in the development of language in children are viewed differently by each of two major theoretical approaches. The learning theory approach accounts for babbling in the development of phonological skills, but not for normal variation in babbling behaviour or the relationship between babbling and other aspects of language development. The maturational approach postulates no significant relationship between babbling and the normal development of language. The resolution of these viewpoints must await further normative data on the limits of normal babbling behaviour.