“Language is the method of communication, either spoken or written, consisting of the
use of words in a structured and conventional way” (Merriam, 2017). Many experiences in the
world allow infants to learn language and communication. “A recent study relating socio-economic
status (SES) to brain function for language suggests that SES should be considered a stepping stone
for the opportunity to learn language and communication” (Brockmeyer, 2013). Evidence also
suggests that children require complex social interactions to improve their language development
(Kuhl, 2011). Cullinan and colleagues found that African American children are not as advantaged
as non-African American children because they are unable to generate and comprehend complex
sentences due to Ebonics (Cullinan et al, 1974). These factors are aspects that infants encounter
when developing language. Recognizing these factors can allows us to improve communication in
infants and cater to specific needs.
Difference in socioeconomic status are strongly associated with development in language
and communication in infants (Brockmeyer, 2013). In the study conducted by Brockmeyer and
colleagues which involved parent-child interactions, 320 mother and infant pairs that were enrolled
to the postpartum ward at the local public hospital that caters primarily to low-income, immigrant
families. The infants had no specific medical issues or developmental consequences. All infants in
this study were full term gestation, average birth weight and had mothers above the age of 18 years
old. The primary caregivers spoke English or Spanish and was requested that the child receive
primary pediatric care at that institution for a minimum of three years. Infants were involved in tests
