Child Language - Key Words Flashcards
Preverbal Stage
-From months 0-12
-Can be split into four categories.
Vegetative Stage
-Months 0-4
-Child can produce sounds of discomfort and reflex actions.
Cooing
-Months 4-7
-Child can perform basic comfort sounds, playing using open mouth sounds.
Babbling
-Months 6-12
-Child can produce repeated patterns of consonants and vowel sounds.
-These sounds are universal.
-Can be broken into two further stages: Reduplicated and Variegated.
Reduplicated Babbling
-When a children repeats a sound with the same consonants and vowels: ‘dada’.
-Usually plosive.
Variegated Babbling
-When a child repeats a sound with the same vowel but different consonant: ‘daba’.
-Usually plosive.
Proto Words
-Months 9-12
-Vocalising small words but not matching them.
-Sometimes called Scribble Words.
Holophrastic/One Word Stage
-Months 12-18
-One word utterances
-More than one word may occur occasionally, but child sees it as a single unit (allgone).
-Tend to overextend.
Two Word Stage
-Months 18-24
-Producing two word combinations.
-‘Noun-noun’ or ‘noun-verb’ forms.
Telegraphic Stage
-Months 24-36
-3 or more words combined.
-Some sentences are grammatically correct but other key features will be missing: Determiners, auxiliary verbs, prepositions and conjunctions.
-Halliday’s Functional Language.
-A child will make rapid progress in this stage.
-Lean ‘-ing’ suffix first.
Children and Pronouns
-Young children are more prone to egocentricity.
-Often use the pronoun ‘me’ instead of ‘I’.
Children and Verbs
-Young children sometimes invent verbs from nouns they already know.
-This does not need to be corrected, as they appear to naturally discontinue it when they don’t need it anymore.
Virtuous Errors
-Young children apply incorrect grammar rules to sentences, yet can still be understood.
-There is often logic behind these errors.
Scaffolding.
-Modelling how speech ought to take place in order to help the child’s language to develop.
Deletion
When a sound or syllable is omitted due to difficulty. (Do(g))
Substitution
When a difficult sound is replaced with those that are easier to sound. (‘Pip’ for ‘Ship’)
Addition
When a child places an additional vowel set on the end of the word. (‘Doggie’ for ‘Dog’).
Assimilation
When a consonant sound is repeated for another consonant sound in the word. (‘Gog’ for ‘Dog’).
Consonant Cluster Reductions
When a child simplifies a group of consonants into an easier sound. (‘Pider’ for ‘Spider’).
Deletion of Unstressed Syllables
Omitting opening syllables in polysyllabic words. (‘Nana’ for ‘Banana’).
Child Language Acquisition
The process where babies and young children acquire the capacity to perceive and comprehend language.
