Baban Corff Cymru: Bywyd
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-Subtitles | 0:00:00 | 0:00:00 | |
-Subtitles - -Subtitles | 0:00:00 | 0:00:02 | |
-We're all different. | 0:00:04 | 0:00:06 | |
-We all live a life -that's unique to us. | 0:00:07 | 0:00:09 | |
-From our first breath... | 0:00:10 | 0:00:12 | |
-..throughout our life... | 0:00:12 | 0:00:14 | |
-..we learn and change... | 0:00:15 | 0:00:16 | |
-..we learn and change... - -..as we adapt to our surroundings. | 0:00:16 | 0:00:19 | |
-I'm Dr Anwen Jones, -a Physiology lecturer... | 0:00:20 | 0:00:22 | |
-..at Cardiff Metropolitan -University. | 0:00:22 | 0:00:25 | |
-I'm Dr Katie Hemer, a Bioarchaeology -specialist at Sheffield University. | 0:00:26 | 0:00:31 | |
-We'll look at the key developmental -steps for body and brain... | 0:00:32 | 0:00:36 | |
-..as we grow, mature and welcome -new members to our midst. | 0:00:37 | 0:00:41 | |
-In each programme, we focus -on a specific stage of our life. | 0:00:42 | 0:00:46 | |
-This is our journey through life. | 0:00:47 | 0:00:50 | |
-Infant | 0:00:56 | 0:00:59 | |
-Our life journey begins in the womb. | 0:01:01 | 0:01:04 | |
-I'll welcome a new member -into my family in the near future. | 0:01:06 | 0:01:10 | |
-Today, I'm having -an ultrasound scan. | 0:01:13 | 0:01:15 | |
-The spine is on the left. | 0:01:17 | 0:01:19 | |
-It's hard to believe... | 0:01:22 | 0:01:24 | |
-..but he or she will soon leave -the warm safety of my womb... | 0:01:24 | 0:01:28 | |
-..and take his or her first breath -in a new, bright, noisy world. | 0:01:28 | 0:01:33 | |
-What challenges await my baby -during the first year? | 0:01:42 | 0:01:45 | |
-How do babies cope -with so many new experiences... | 0:01:46 | 0:01:49 | |
-..and so many huge changes? | 0:01:49 | 0:01:51 | |
-I can't wait to meet him or her. | 0:01:52 | 0:01:54 | |
-Every year in Wales, we welcome over -30,000 new babies into the world. | 0:02:01 | 0:02:06 | |
-On average, a boy weighs 7lb 8oz -and a girl weighs 7lb 4oz. | 0:02:06 | 0:02:12 | |
-A normal baby's weight will double -by the time it's four months old... | 0:02:12 | 0:02:17 | |
-..and treble by its first birthday. | 0:02:17 | 0:02:20 | |
-A baby will gain the weight -of a football every fortnight... | 0:02:20 | 0:02:24 | |
-..and grow -an inch and a half every month. | 0:02:25 | 0:02:28 | |
-If we kept growing at this rate... | 0:02:28 | 0:02:30 | |
-..we'd be as heavy as a panda -and as tall as a giraffe... | 0:02:30 | 0:02:34 | |
-..by our 20th birthday! | 0:02:34 | 0:02:36 | |
-To help them grow quickly... | 0:02:36 | 0:02:38 | |
-..a baby needs between half a pint -and a litre of milk every day... | 0:02:39 | 0:02:43 | |
-..and as much as 17 hours' sleep. | 0:02:43 | 0:02:46 | |
-Unfortunately for parents... | 0:02:46 | 0:02:48 | |
-..they only sleep -for two to four hours at a time. | 0:02:48 | 0:02:52 | |
-After spending nine months in the -womb, the baby is ready to come out. | 0:02:58 | 0:03:03 | |
-How equipped is a newborn baby -to cope with this new world? | 0:03:04 | 0:03:08 | |
-How does it cope with a myriad -of new sensory experiences... | 0:03:08 | 0:03:13 | |
-..and with meeting people -for the first time? | 0:03:13 | 0:03:16 | |
-Christine Anthony has been -a health visitor for over a decade. | 0:03:19 | 0:03:24 | |
-She meets over 300 babies -and infants every year. | 0:03:24 | 0:03:28 | |
-She knows all about the way -a newborn baby copes and behaves. | 0:03:29 | 0:03:33 | |
-I met Christine to discuss this... | 0:03:37 | 0:03:40 | |
-..and to ask her -if she had any advice for me. | 0:03:40 | 0:03:43 | |
-When do you see a baby -for the first time? | 0:03:46 | 0:03:48 | |
-When the baby is between ten days -and a fortnight old... | 0:03:49 | 0:03:54 | |
-..when they're home -for the first time. | 0:03:55 | 0:03:58 | |
-We give babies -a physical examination... | 0:03:58 | 0:04:01 | |
-..and we weigh and measure them. | 0:04:02 | 0:04:04 | |
-We discuss all aspects -of an infant's development... | 0:04:04 | 0:04:08 | |
-..and their general health -with the mother. | 0:04:08 | 0:04:11 | |
-Everything looks fine -on the weight graph. | 0:04:11 | 0:04:14 | |
-We carry out specific checks -when they're eight months old. | 0:04:15 | 0:04:20 | |
-We monitor their mobility. | 0:04:20 | 0:04:23 | |
-We review their hearing, -sight, and speech... | 0:04:27 | 0:04:30 | |
-..plus we also look at -social development and behaviour. | 0:04:31 | 0:04:35 | |
-How ready is a new baby -to enter their new world? | 0:04:37 | 0:04:41 | |
-They can see from birth... | 0:04:42 | 0:04:44 | |
-..but they only focus on -the eight inches in front of them. | 0:04:47 | 0:04:51 | |
-It's important that the mother holds -the baby close when she feeds it. | 0:04:52 | 0:04:57 | |
-Is it important to breastfeed? | 0:04:58 | 0:04:59 | |
-Is it important to breastfeed? - -Breast milk is important to babies. | 0:04:59 | 0:05:01 | |
-It contains nutrients... | 0:05:02 | 0:05:04 | |
-..and antibodies which can -help a baby resist infection. | 0:05:04 | 0:05:08 | |
-It can also help -lower risk of childhood obesity. | 0:05:09 | 0:05:13 | |
-Babies need nothing but breast milk -for the first six months. | 0:05:14 | 0:05:18 | |
-It's important not to introduce -solid food too early... | 0:05:19 | 0:05:23 | |
-..as an infant's kidneys and bowels -aren't developed enough... | 0:05:23 | 0:05:28 | |
-..to process -anything other than breast milk. | 0:05:28 | 0:05:31 | |
-Babies can smell and taste -before they're born. | 0:05:32 | 0:05:35 | |
-The mother's diet -during her pregnancy... | 0:05:37 | 0:05:40 | |
-..influences what foods -the baby likes when it's older. | 0:05:40 | 0:05:44 | |
-What I'm eating now and what -I've eaten during my pregnancy... | 0:05:45 | 0:05:50 | |
-..will influence -what my baby enjoys? | 0:05:50 | 0:05:53 | |
-Definitely. | 0:05:53 | 0:05:54 | |
-A newborn baby needs constant care. | 0:05:55 | 0:05:58 | |
-The bond which is formed -between a baby and its parents... | 0:05:58 | 0:06:02 | |
-..is strong and very important. | 0:06:02 | 0:06:05 | |
-It's known as attachment. | 0:06:05 | 0:06:07 | |
-Four mothers and their babies... | 0:06:08 | 0:06:10 | |
-..agreed to help us -show how attachment works. | 0:06:10 | 0:06:14 | |
-The mothers simply -set their babies down... | 0:06:16 | 0:06:19 | |
-..and kept an eye on them as they -explored a new, alien environment. | 0:06:19 | 0:06:25 | |
-It didn't take them very long -to find their feet. | 0:06:27 | 0:06:30 | |
-The babies were all -between nine and 18 months old. | 0:06:31 | 0:06:35 | |
-Some could walk -and one wasn't quite ready to crawl. | 0:06:37 | 0:06:42 | |
-To give us a better idea -of our findings in the experiment... | 0:06:47 | 0:06:51 | |
-..I talked to Clinical Psychologist, -Dr Mair Edwards. | 0:06:52 | 0:06:57 | |
-Oh! Off she goes. | 0:07:00 | 0:07:02 | |
-She's very confident. | 0:07:04 | 0:07:06 | |
-What is attachment, Mair? | 0:07:06 | 0:07:08 | |
-Initially, -it's the way a newborn baby... | 0:07:10 | 0:07:13 | |
-..ensures it gets -the care and comfort it needs. | 0:07:13 | 0:07:17 | |
-The basis of attachment is survival. | 0:07:17 | 0:07:21 | |
-Ensuring the main carer -feeds their baby... | 0:07:24 | 0:07:27 | |
-..and makes sure -they're warm and clean. | 0:07:27 | 0:07:30 | |
-Also, that they comfort the baby -when it needs comfort... | 0:07:31 | 0:07:35 | |
-..to help with physiological -symptoms of discomfort. | 0:07:36 | 0:07:39 | |
-The physiological aspect -must be in place... | 0:07:39 | 0:07:43 | |
-..to give a child -emotional security. | 0:07:43 | 0:07:46 | |
-If attachment patterns weren't -established during infancy... | 0:07:48 | 0:07:52 | |
-..we'd find it difficult to interact -with people and with the world. | 0:07:53 | 0:07:58 | |
-Almost every single one of us... | 0:07:58 | 0:08:01 | |
-..will have -some sort of attachment strategy. | 0:08:01 | 0:08:05 | |
-What have we seen in these films? | 0:08:07 | 0:08:09 | |
-We've seen interesting patterns... | 0:08:09 | 0:08:12 | |
-..which show how children experiment -with their surroundings... | 0:08:12 | 0:08:17 | |
-..from a place of safety. | 0:08:17 | 0:08:19 | |
-They come in with their parent and -take a quick look around the room... | 0:08:19 | 0:08:24 | |
-..then off they go. | 0:08:25 | 0:08:27 | |
-They're confident enough to want to -explore their new surroundings. | 0:08:27 | 0:08:32 | |
-You immediately see -that they have self-confidence. | 0:08:32 | 0:08:36 | |
-Then, as though there's -an invisible elastic between them... | 0:08:37 | 0:08:41 | |
-..the baby feels -it's gone too far from Mam... | 0:08:41 | 0:08:44 | |
-..so it looks -to check she's still there. | 0:08:45 | 0:08:47 | |
-That's the sign that the baby -is using Mam as a safe place. | 0:08:48 | 0:08:53 | |
-It gives them confidence -to keep experimenting and exploring. | 0:08:53 | 0:08:58 | |
-Did the very young baby in the video -display signs of attachment too? | 0:09:00 | 0:09:05 | |
-Yes. She followed her mother -with her eyes. | 0:09:07 | 0:09:10 | |
-When Mam stood behind her... | 0:09:11 | 0:09:12 | |
-..the baby turned her body -to make sure Mam was still there. | 0:09:13 | 0:09:16 | |
-When does attachment start? | 0:09:17 | 0:09:19 | |
-It starts in the early stages -of the bonding system. | 0:09:19 | 0:09:23 | |
-The first two months of a -baby's life is an important period. | 0:09:23 | 0:09:27 | |
-The development -of an attachment strategy... | 0:09:27 | 0:09:31 | |
-..begins at around -six to nine months. | 0:09:31 | 0:09:35 | |
-The initial strategy -continues to develop... | 0:09:35 | 0:09:38 | |
-..until the age -of two to three years... | 0:09:39 | 0:09:42 | |
-..then it continues to develop -throughout our lives. | 0:09:42 | 0:09:46 | |
-Even as adults, when we feel down or -we face major events in our life... | 0:09:46 | 0:09:52 | |
-..we often -look to our parents for comfort. | 0:09:52 | 0:09:56 | |
-That's why these attachment patterns -are so important. | 0:09:56 | 0:10:00 | |
-They're part of us forever. | 0:10:01 | 0:10:02 | |
-That's why I phone Mam -when I'm ill or upset. | 0:10:03 | 0:10:06 | |
-Absolutely. | 0:10:06 | 0:10:07 | |
-Early attachment is important. | 0:10:08 | 0:10:10 | |
-It helps us feel safe and confident -to explore our surroundings... | 0:10:11 | 0:10:16 | |
-..knowing a parent or guardian -is nearby. | 0:10:16 | 0:10:19 | |
-It also sets a firm foundation... | 0:10:19 | 0:10:22 | |
-..for developing relationships -with others as we get older. | 0:10:22 | 0:10:27 | |
-After the break, -we listen to the brain... | 0:10:30 | 0:10:33 | |
-..as we look at the some important -development stages in babies' lives. | 0:10:33 | 0:10:38 | |
-. | 0:10:39 | 0:10:39 | |
-Subtitles | 0:10:42 | 0:10:42 | |
-Subtitles - -Subtitles | 0:10:42 | 0:10:44 | |
-A baby's clever brain -functions like a computer. | 0:10:47 | 0:10:50 | |
-It analyzes patterns -of what it sees, hears and senses... | 0:10:51 | 0:10:55 | |
-..in its new, alien surroundings. | 0:10:55 | 0:10:58 | |
-Our brain is 25% of its full size -when we're born... | 0:10:58 | 0:11:02 | |
-..but it includes almost every cell -and neuron it will ever contain. | 0:11:02 | 0:11:07 | |
-Around 100 billion of them. | 0:11:07 | 0:11:09 | |
-As the infant learns -and has new experiences... | 0:11:10 | 0:11:14 | |
-..branch-like connections -form between cells... | 0:11:14 | 0:11:18 | |
-..so that they can -communicate with each other. | 0:11:18 | 0:11:21 | |
-From the second it's born, -a baby searches for a face. | 0:11:23 | 0:11:27 | |
-A baby favours a person's face... | 0:11:27 | 0:11:29 | |
-..over that of an animal, -a toy or a jumbled-up human face. | 0:11:29 | 0:11:33 | |
-Once a baby has met someone... | 0:11:35 | 0:11:37 | |
-..parts of the brain which deal with -emotion, memory and bonding... | 0:11:37 | 0:11:42 | |
-..form special connections, -ready to socialize. | 0:11:42 | 0:11:46 | |
-Infants are cute. | 0:11:50 | 0:11:52 | |
-Their wide foreheads, big eyes -and full cheeks melt our hearts... | 0:11:52 | 0:11:57 | |
-..and trigger an instinct in us -to guard them and protect them. | 0:11:57 | 0:12:01 | |
-This is a natural response | 0:12:02 | 0:12:03 | |
-When we see a baby's face... | 0:12:04 | 0:12:06 | |
-..a different part -of our brain responds... | 0:12:06 | 0:12:09 | |
-..from that which responds -when we see an adult's face. | 0:12:09 | 0:12:13 | |
-How much of what we do -around infants is intuitive? | 0:12:13 | 0:12:17 | |
-How do we subconsciously adjust -our behaviour in their company? | 0:12:17 | 0:12:22 | |
-We sought help to find answers -to these questions. | 0:12:22 | 0:12:26 | |
-In this series, we'll follow three -generations of the Smith family. | 0:12:28 | 0:12:33 | |
-Non - the mother. | 0:12:34 | 0:12:36 | |
-Mike - the father. | 0:12:39 | 0:12:41 | |
-Marilyn - the grandmother. | 0:12:46 | 0:12:49 | |
-And the children - -Tian, Nia and Bethan. | 0:12:51 | 0:12:53 | |
-They'll help us discover -how the body develops and matures... | 0:12:58 | 0:13:02 | |
-..during our lives. | 0:13:03 | 0:13:04 | |
-I asked Non and Rhia, her friend, -to take 15-year-old Bethan... | 0:13:09 | 0:13:14 | |
-..and eight-month-old Eleri -for a walk in the park. | 0:13:14 | 0:13:18 | |
-We put cameras on the buggies to -record Non and Rhia's behaviour... | 0:13:21 | 0:13:26 | |
-..and to record Bethan and Eleri's -reaction to their mothers. | 0:13:30 | 0:13:34 | |
-Look! Look at the water. | 0:13:39 | 0:13:41 | |
-Are you going to sleep? | 0:13:45 | 0:13:47 | |
-I invited child development -researcher, Enlli Mon Thomas... | 0:13:53 | 0:13:57 | |
-..from Bangor University... | 0:13:57 | 0:13:59 | |
-..to cast her expert eye -on the footage. | 0:14:00 | 0:14:02 | |
-What does -Non and Rhia's behaviour... | 0:14:03 | 0:14:06 | |
-..tell us about the way -adults communicate with infants? | 0:14:06 | 0:14:10 | |
-Look at the bird. Tweet-tweet! | 0:14:10 | 0:14:12 | |
-Look at the bird. Tweet-tweet! - -She said, "Tweet-tweet!" | 0:14:12 | 0:14:14 | |
-Pointing things out. | 0:14:14 | 0:14:16 | |
-Enlli, what did you see -in the mothers' behaviour? | 0:14:21 | 0:14:25 | |
-The language they used -was interesting. | 0:14:25 | 0:14:29 | |
-There were -a lot of high-pitched tones. | 0:14:31 | 0:14:34 | |
-What can you see? What's that? | 0:14:34 | 0:14:38 | |
-They place emphasis on certain words -and they use a lot of repetition. | 0:14:38 | 0:14:43 | |
-That includes repeating -ungrammatical things children say. | 0:14:44 | 0:14:48 | |
-They'd say "Fish there" -rather than "The fish is there". | 0:14:49 | 0:14:53 | |
-Fish in the water? | 0:14:55 | 0:14:57 | |
-Oh, no! Where? | 0:14:59 | 0:15:00 | |
-The mother also added interest -to everything by using sounds. | 0:15:02 | 0:15:07 | |
-The mother grunted a lot when she -struggled to get through the gate. | 0:15:07 | 0:15:12 | |
-This type of speech -is known as baby talk. | 0:15:17 | 0:15:20 | |
-It seems to happen naturally -when an adult talks to a baby... | 0:15:21 | 0:15:26 | |
-..no matter -what language the adult speaks. | 0:15:27 | 0:15:31 | |
-Baby talk has particular features. | 0:15:32 | 0:15:35 | |
-In addition -to short, slow sentences... | 0:15:36 | 0:15:39 | |
-Are you happy now? | 0:15:39 | 0:15:41 | |
-..and a lot of repetition, the pitch -of the voice is higher than normal. | 0:15:41 | 0:15:47 | |
-There's a melodic element too. | 0:15:48 | 0:15:50 | |
-Did the mothers -adapt their behaviour... | 0:15:52 | 0:15:55 | |
-..according to their child's age? | 0:15:55 | 0:15:58 | |
-It's linked to the -intelligence levels of the infant. | 0:15:59 | 0:16:03 | |
-This behaviour changes as soon as -a baby has a of grasp of language. | 0:16:03 | 0:16:08 | |
-Look! Can you see it? | 0:16:09 | 0:16:11 | |
-Can you see it? There? | 0:16:13 | 0:16:15 | |
-Bethan had the older child... | 0:16:16 | 0:16:18 | |
-..and she pointed out things -in her baby's surroundings. | 0:16:18 | 0:16:22 | |
-The mother with the seven-month-old -baby focused on the baby herself. | 0:16:22 | 0:16:28 | |
-She used language such as -"Are you alright? Are you OK?". | 0:16:28 | 0:16:32 | |
-Will we go and get Sion? | 0:16:33 | 0:16:34 | |
-Are you coming to school with Mami? | 0:16:35 | 0:16:37 | |
-Is it important... | 0:16:37 | 0:16:39 | |
-..for her to communicate -face-to-face with her mam? | 0:16:40 | 0:16:44 | |
-Infants learn a lot -by reading facial expressions. | 0:16:44 | 0:16:47 | |
-Children learn whether they should -enjoy something or fear something. | 0:16:49 | 0:16:54 | |
-It's something which develops -naturally between mother and child. | 0:16:55 | 0:17:00 | |
-As a child gets older, -that connection isn't so crucial. | 0:17:00 | 0:17:05 | |
-As they get older, children stop -thinking about only themselves... | 0:17:05 | 0:17:10 | |
-..and things which are directly -relevant to themselves... | 0:17:10 | 0:17:14 | |
-..and start taking an interest -in their environment. | 0:17:14 | 0:17:19 | |
-There we are. Go over here. | 0:17:21 | 0:17:23 | |
-How instinctive is this behaviour? | 0:17:24 | 0:17:27 | |
-Do parents do it naturally? | 0:17:28 | 0:17:30 | |
-It's instinctive to talk to a child -in simplified language... | 0:17:30 | 0:17:35 | |
-..compared to the way -adults package language. | 0:17:35 | 0:17:38 | |
-The idea of using short sentences -and pronouncing words clearly... | 0:17:39 | 0:17:44 | |
-..all contributes to -helping a child learn a language. | 0:17:44 | 0:17:49 | |
-It's all part of the same process. | 0:17:50 | 0:17:52 | |
-It encourages children -to develop the language they hear. | 0:17:53 | 0:17:57 | |
-When we're born, each one of us has -the potential to learn any language. | 0:18:06 | 0:18:12 | |
-How does a baby's brain make sense -of the torrent of sounds... | 0:18:22 | 0:18:26 | |
-..which come -out of the mouths around them... | 0:18:28 | 0:18:30 | |
-..and turn them -into words and sentences? | 0:18:31 | 0:18:33 | |
-At Bangor University -School Of Psychology... | 0:18:40 | 0:18:42 | |
-..they seek to find out -how a baby does this. | 0:18:43 | 0:18:46 | |
-They're also asking how a baby copes -with hearing more than one language. | 0:18:46 | 0:18:51 | |
-Volunteers -aged between seven and ten months... | 0:18:52 | 0:18:56 | |
-..from Welsh speaking -and non-Welsh speaking homes... | 0:18:56 | 0:19:00 | |
-..are taking part -in a special research project. | 0:19:00 | 0:19:03 | |
-The infants can't speak yet. | 0:19:04 | 0:19:06 | |
-They are put in EEG caps, -which are covered in electrodes... | 0:19:08 | 0:19:12 | |
-..to monitor the babies' brains -at work as they watch a puppet show. | 0:19:13 | 0:19:18 | |
-The caps allow them to see which -areas of the brain are active... | 0:19:21 | 0:19:25 | |
-..from one millisecond to the next. | 0:19:26 | 0:19:28 | |
-There are -white and black mustard seeds. | 0:19:29 | 0:19:31 | |
-There is no wild mustard outside. | 0:19:32 | 0:19:34 | |
-He likes his mustard on cheese. | 0:19:35 | 0:19:37 | |
-The infants watch a puppet show... | 0:19:38 | 0:19:41 | |
-..which introduces specific new -words over and over again to them. | 0:19:41 | 0:19:46 | |
-Researches then play newly -familiarized words to the baby... | 0:19:48 | 0:19:52 | |
-..plus some unfamiliar words. | 0:19:54 | 0:19:56 | |
-She bought mustard in the shop. | 0:19:57 | 0:19:59 | |
-Sweet mustard is good. | 0:19:59 | 0:20:01 | |
-The child -understood this syntax fast. | 0:20:03 | 0:20:06 | |
-This syntax is hard to grasp. | 0:20:08 | 0:20:10 | |
-They can compare -the way a baby's brain reacts... | 0:20:11 | 0:20:14 | |
-..when they hear -these newly familiarized words... | 0:20:14 | 0:20:17 | |
-He likes his mustard on cheese. | 0:20:18 | 0:20:20 | |
-..and unfamiliar words. | 0:20:21 | 0:20:23 | |
-The correct syntax is explained. | 0:20:23 | 0:20:26 | |
-The results are very interesting. | 0:20:27 | 0:20:30 | |
-By 200 milliseconds -after the onset of the word... | 0:20:30 | 0:20:34 | |
-..before the word's over... | 0:20:34 | 0:20:36 | |
-..there's more activity -to newly familiarized words... | 0:20:36 | 0:20:39 | |
-..than to ones -they haven't heard before. | 0:20:39 | 0:20:42 | |
-It's remarkable, after a few times -of hearing these words. | 0:20:42 | 0:20:45 | |
-When infants -first learn a language... | 0:20:48 | 0:20:51 | |
-..they must recognize words -in a constant stream of language. | 0:20:51 | 0:20:55 | |
-When we read, there are spaces -to help us see individual words. | 0:20:56 | 0:21:00 | |
-When we hear a new language, -this isn't the case. | 0:21:03 | 0:21:06 | |
-The infant must work out exactly -where words start and finish. | 0:21:06 | 0:21:11 | |
-To do this... | 0:21:12 | 0:21:14 | |
-..a baby's brain looks for patterns -or clues within the language... | 0:21:14 | 0:21:18 | |
-..by getting to know -the sounds of the language. | 0:21:19 | 0:21:22 | |
-It then puts the sounds together -to form words and sentences. | 0:21:22 | 0:21:27 | |
-The brain must also understand -the meaning of new words... | 0:21:28 | 0:21:32 | |
-..and learn the language's grammar. | 0:21:33 | 0:21:35 | |
-We begin to become familiar -with words before we're born. | 0:21:36 | 0:21:40 | |
-This complex process... | 0:21:40 | 0:21:42 | |
-..happens astonishingly quickly -within a baby's brain. | 0:21:43 | 0:21:47 | |
-Infants who hear two languages -like Welsh and English... | 0:21:47 | 0:21:51 | |
-..must listen for different clues -within both languages. | 0:21:51 | 0:21:55 | |
-Remarkably, some of these babies -are hearing almost all Welsh... | 0:21:58 | 0:22:02 | |
-..and there isn't much difference -in the brain activity... | 0:22:03 | 0:22:07 | |
-..from a baby that hears 80% Welsh -to a baby that hears just English. | 0:22:07 | 0:22:12 | |
-Unlike other areas where -bilingual children lag behind... | 0:22:12 | 0:22:16 | |
-..children learning -Welsh and English... | 0:22:17 | 0:22:20 | |
-..have the same number -of words in English... | 0:22:20 | 0:22:23 | |
-..as those just learning English. | 0:22:23 | 0:22:25 | |
-When you add in Welsh words, -they're ahead of the game. | 0:22:25 | 0:22:28 | |
-Research shows that the brains of -babies as young as seven months... | 0:22:30 | 0:22:35 | |
-..react to the language around it. | 0:22:35 | 0:22:37 | |
-It's a big step towards analyzing... | 0:22:38 | 0:22:41 | |
-..how the brain turns -a flow of sounds into language... | 0:22:41 | 0:22:46 | |
-..during our early years. | 0:22:46 | 0:22:48 | |
-The first year of life -is full of new experiences... | 0:22:57 | 0:23:00 | |
-..as the body and the brain gets -to grips with life outside the womb. | 0:23:01 | 0:23:06 | |
-We're born with a set of skills... | 0:23:06 | 0:23:08 | |
-..which arm us to survive and -communicate with our guardians... | 0:23:09 | 0:23:13 | |
-..who, in turn, -respond to us instinctively. | 0:23:13 | 0:23:17 | |
-We watch -and listen to our world carefully... | 0:23:18 | 0:23:20 | |
-..building vital cognitive -and physical foundations... | 0:23:21 | 0:23:24 | |
-..ready to take -our next developmental steps. | 0:23:25 | 0:23:28 | |
-In the next episode, -we stare and move... | 0:23:32 | 0:23:35 | |
-..as we become more aware of -ourselves and of our surroundings. | 0:23:36 | 0:23:40 | |
-S4C subtitles by Eirlys A Jones | 0:23:54 | 0:23:56 | |
-. | 0:23:56 | 0:23:56 |
