Stages of language development

Question 1

Prelinguistic stage (neworn to 3 motnhs)

Answer 1

newborn-reflective vocalisations- crying, grunitng, hiccuping
1 month- discriminate virtually all phonemes/ different cries
2-3 months- coo, smile, laugh

Question 2

Prelinguistic stage (the first year)

Answer 2

4-6 months- babbling(constinent vowel combos). , echolalia (repeating sounds they hear e.g. uh oh) / cross culturally similar showing babbling is universal / see turn taking

6-9 months- canonical babbling to anyone or object (become more like real words)/ reduplicated babbling (repeat sounds over and over)

Question 3

Prelinguistic stage (first year- 9+)

Answer 3

Modulated babbling ( increasingly conversation like based on information and stress patterns children are using)
infant begins taking active role REDDY 1999 (babbling in response to for example an object rolling away)
Meaningful gesture
Comprihension of simple instructions such as no, stop, wait, would you like.

Question 4

First words

Answer 4

comprehension precedes production
first words are often preceded by phonologically consistent forms e.g. bark for dog
Around 1 year- first convetional word
Vocabulary developemtn initially is slow - 1-3 new words per month but 18-24 months 10-20 words.
6 years-15,000 words!!!

Question 5

Sentences

Answer 5

Holophrases (word with a gesture)- 12-18 months
2 word utterences- 1.5-2.5 years
3 word utterences 2-3 years
Logical errors shows a knowledge of grammar e.g. they over regularise so might say they deers instead of deer

start to play with language- rhyme e.g. smelly ellie (siblings is common)

4-5 years- most grammatical constructions

First sentences are known as ‘telegraphic’ - child condenses meaning.

24-27 months idiosyncratic words are common- e.g. one child called a chocolate biscuit a chochskit- a word he made up

Question 6

Stern 1990- early stages

Answer 6

came up with the ‘motherhood constellation’ emphasis on babies safety and well being. ]

he collected observable data- caregiver and infant= close proximity, eye contact, exaggerated facial expressions. A relationship that ensures optimal attention to infant. The adult tries to make sure the baby is not bored through ‘dance’ which the infant joins in.

Question 7

Hoff 2010- views on language development

Answer 7

interaction between parents/other adults, and peers is vital for facilitating the child’s understanding of the world and their position in it- as well as language development.

Question 8

Nelson et al- 1973- investigating adult feedback

Answer 8

found those who perfomed better on sentence imitation tasks had adult feedack with both expansion and recasting.
expansion example - child says more- adult says you want more milk?
recasting example- doggy eating- child. Mother says doggy is eating, what is doggy eating.

also helped complexitity of grammer work in speech.

shows the importance of communicating with adults as they facilitate learning

Nelson- sample of 12 children aged 28-29 months each lacking synatic structures in their spontaneous speech- use of verbs and complex questions. one intervention 6 of the children did was on verbs and the other 6 on complex questions. FINDINGS- complex questions not used before now used by all 6 and all 6 in verb increased use of verb. CONCLUSION- children get information from adults about synax