Early Language Development toddlers Flashcards
12 months: express needs and wants through vocalization and gestures
15 months: repeat actions for approving audience
18 months: Begin to test caregivers’ intentions
20 months: Development attachment to various toys
23 months: Engage in “siloliques” about experiences
social developments
12 months: First step
15 months: Build a simple tower (3 blocks)
16 months: Scribble lines on paper
17 months: walks and runs unassisted
Motor development
19 months: crudely throws and catches a ball
22 months: kicks a ball
24 months: Turns book pages (2 or 3) at a time
Motor Development
- First word around 12 mos. of age; may emerge 8-16 mos.
* With production of first true words, toddlers→locutionary period.
First words
with production of first true words, toddlers
enter locutionary period
first word around 12 mos. of age ; may emerge ?
may emerge 8-16 months
- It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
- It should be produced consistently in the presence of the same person, object, or event
- It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
to qualify as a first true word
- ? First word
- It should be produced consistently in the presence of the same person, object, or event
- It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
it needs to occur with consistency in a given context in apparent response to an identifiable stimulus
First word
1.It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
2. It should be produced consistently in the presence of the same person, object, or event
3.
It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
- It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
- ?
- It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word.
- it shoud be produced consistently in the presence of the same person, object, or event
express needs and wants through vocalization and gestures
12 months, social
repeat actions for approving audience
15 months, social
Begin to test caregivers’ intentions
18 months, social
Development attachment to various toys
20 months, social
Engage in “siloliques” about experiences
23 months, social
Front consonants /p, b, d, t, m, n/ are the most common
These children use simple syllable patterns (e.g., CV, VC, CVCV)
for first words
There is a rapid vocabulary growth at ___ months?
being putting what together?
18 months 50 words
begin putting 2 words together
children do not use 2 word combinations until they can say 50 words+
2nd year of life: children start learning approx: 1 word/week ,
As they Approach 3rd bday: start learning 1 new word/day
According to Berko Gleason and Ratner 2013
If the child does not have a major language growth spurt between 18-24 months of age…
- could be a language delay
- clinically significant
If working with young child who doesn’t yet express 50 words don’t teach to use 2 word combos
If working with young child who doesn’t yet express 50 words don’t teach to use 2 word combos
Train to say at least 50 words FIRST then 2 word combos
Toddler’s receptive vocab grows faster than _______
Vocab growth dependent in part on ______ and experience
expressive, exposure
_____ words related to familiar objects, events, and relationships
_______l level: producing several wants related by some meaningful context
new, relational
understanding categories is…
child evaluates each word as a stimulus a part from its referent ..
Categorical level, metalinguistic level
children know words at 5 levels
referential level extended level relational level categorical level metalinguistic level
word refers to a particular object, event, or relationship (e.g., “dog”–family dog Angel)
Referential level
word extends to other examples (e.g., “dog” refers to Angel and other dogs in neighborhood)
Extended level
first step months?
12 months, motor
Build simple tower of 3-4 blocks
15 months, motor
Scribbles lines on paper
16 months, motor
Walks and runs unassisted
17 months, motor
:Crudely throws and catches a ball
19 months motor
kick a ball
22 months motor
turns pages 2 or 3 at a time
24 months, motor
uses common objects appropriately.
12 months
follows different directions accompanied by gestures
15 months cognitive
enjoys picture books begins to recognize familiar pictures
18 months cognitive
imitates adult’s use of an object
20 months cognitive
uses same toy in several different actions
24 months cognitive
producing several words related by some meaningful content (eg. “doggy bark” or “daddy eat”]
relational level
child evaluates each word as A stimulus apart from its referent.
metalinguistic level
e.g. strawberry is longer than word grape, starts with S and 3 syllables.
- Nouns are prominent; may be 50% or more of a toddler’s lexicon
- Usually these nouns have been frequently involved in the
- toddler’s interaction with others
classes of first words
toddlers often use ______ relations
reflexive relations
early words that indicate the state of objects
reflexive relations
- Disappearance: object that was present disappears leg. “Angel” when the dog runs out of the house and into the backyard)
- Recurrence: reoccurrence of items or actions like the preceding one. E.g. if Mark has been tickled and I stop tickling him, he’d say “more!” or “Again!”
- Existence: “this, that, what’s that?”
- Nonexistence: object not present “when it was anticipated to be (“Angel” if dog not in doghouse)
reflexive relations occur
what are the reflexive relations
disappearance
recurrence
existence
nonexistence
object that was present disappears eg. “Angel” when the dog runs out of the house and into the backyard)
disappearance
: reoccurrence of items or actions like the preceding one.
-child indicates either that an object that had disappeared has since reappeared or that another identical object has appeared.
E.g. if Mark has been tickled and I stop tickling him, he’d say “more!” or “Again!”
recurrence
“this, that, what’s that?”
child indicates awareness that an object exists.
existence
child indicates that an object does not exist in a setting where it has come to be expected
object not present “when it was anticipated to be (“Angel” if dog not in doghouse)
nonexistence
3 types of relational words(that express relationship among objects)
attribution
action
location
: express individual characteristics. E.g., tall, clean, dirty, hot, funny.
attribution
actions associated with objects (e.g., eat, throw, kiss)
action
words that occur in response to the locations of objects or directions of their movement (e.g., up, outside, in)
location
- Has cognitive ability to perceive and respond to relationships between objects or events (daddy car)
- Have advanced enough oral Motor coordination to produce longer, more phonologically Complex syllable strings.
combining words is significant because it indicates that toddlers..
- Production of two words
- No distinct pauses between the 2 words
- A single intonational contour that envelops both words (e.g., I know, see ya, I do, want it, all gone)
characteristics of true word utterances
- emphasize that meaning precedes and influences form
* The meaning most frequently expressed by toddlers in two-word utterances increasingly shifts to _____
semantic-syntactic rules
action
attribute + entity
yummy snack
agent+action
mommy kiss
action+object
feed doggy
demonstrative+entity
that spoon
entity+locative
cereal bowl (cereal in bowl)
Toddlers generally understand _____-_______,behavior influences caregivers ______
cause -effect
action
distinctive vocalization or word, often accompanied by a gesture, to communicate intentions
primitive speech act PSA
addressing people when they appear
hi tia
greeting
gaining anothers attention
mommy! from swing
calling
reproducing part of an utterance
baby says shit with calculator
repeating
asking someone to do something (“lippy” when Mark wanted to be picked up)
requesting action
asking for information ( “Do shakes kiss? Does God have skin? “)
requesting information
responding to others questions (what’s your dog’s name? Angel.)
: expressing dislike or rejection (Mark when l wanted to comb his hair: “No thank you, please!.” )
Answer
protesting
- Each turn should contribute Something new to the conversation
- In American culture, listeners expected to politely wait until the other person is done talking before they take their turn
turn taking
even by __ months , most toddlers take few turn, conversations are ____
24 months , brief
establishing a Subject for a conversation a speaker is about to begin.
topic initiation
