Topic 5 (development from 12-35 months)

Question 1

Language development from 12-35 months

Answer 1

Locutionary stage, can produce utterances that have meaning and intent, single words primarily, accompanied by gestures. Overlap between production of first words and earlier stages of prelinguistic development (canonical babbling and jargon stage) which can be heard up to 2 years. 18-24 months start combining words, 2-3 making complete sentences.

Question 2

Language content development

Answer 2

): 12-18 months children typically acquire 50 words, receptive language precedes their expressive language means children can understand many more words than they can produce, 60-65% of first words are nouns (animals, food, toys)

Question 3

Why are nouns developed first

Answer 3

parents most often use nouns with children, concrete and picturable, Initial lexical growth is slow from 12-17 months, steeper increase from 17 to 27 months, then returning to a steadier rate of growth until 30 months, 18 months to 6 years children will add approx. 5 words to their lexicon every day

Question 4

Fas t mapping or quick incidental learning

Answer 4

. This process involves making a quick and incomplete representation of a new word based on the context in which its heard. This allows children to rapidly expand their vocabulary and learn new words in an efficient manner.

Question 5

Underextension

Answer 5

refer to a child’s use of a word in a more restricted way than its conventional meaning. E.g. a child may usethe word dog to refer only to their own pet, rather than all dogs in general.

Question 6

Overextension

Answer 6

: refer to a child’s use of a word in a broader way than its conventional meaning. E.g. a child may use the word dog to refer not only to dogs, but also to other animals such as cats or rabbits. language is developing as they can associate the word with the semantic features of other items (understanding dog is related to cat). common amongst toddlers in all languages, including sign language. one-third of a child’s first 75 words may be overextended.

Question 7

Vocab size at each age

Answer 7

12 months: 5+ words
18 months: 10-20 words
24 months: 50-200 words
36 months: 900-1,200 words

Question 8

Two word combination

Answer 8

typically occurs around the age of 18-24 months, when children have a basic understanding of the rules of language and have a growing vocabulary. Children start combining words when they have approximately 50 words. At this age children begin to combine words to form basic sentences, is initially no regard for word order

Question 9

Semantic development

Answer 9

refer to the combination of two or more individual semantic roles. Typically, they express meanings that are additional to the meanings of individual words. Progressing to multi-word combinations requires the ability for the child to use the same vocabulary to express a variety of meanings.

Question 10

Pronoun development

Answer 10

beginning to understand the concept of referencing people and objects without repeating their names. Usually will start using pronouns referring to self before to another person. Subjective pronouns typically acquired earlier than objective nouns. Possessive pronouns and reflexive pronouns acquired later.
-12-26 months: I, it
-27-30 months: my, me, mine, you
-31-34 months: your, she, he, yours, we

Question 11

• Interrogative development

Answer 11

interrogative/question words used to ask a question. A form of pronoun. child is beginning to understand the concept of asking questions/seeking information. typically seen around 2 years. will use interrogatives more frequently and in a wider range of situations as lang develops

Question 12

• Preposition development

Answer 12

Prepositions used to show the relationship between other words in a sentence. typically indicate the location, direction, or time of an object in relation to something else. shows that a child is beginning to understand the spatial relationships Begins around age of 2.
-24 months: in, on
-36 months: under

Question 13

• Development of language form

Answer 13

(morphological development, ending of words) acquisition of morphemes is important for 12-35 months language development. MLUm is the average number of morphemes in an utterance.

Question 14

• Development of language use

Answer 14

ability to use language in social situations, makes great progression from the ages of 12-35 months:
-12-18 months: gestures are combined with word-like vocalisations containing consonants.
-15 months: gestures are paired with eye gaze.
-16 months: gestures and words are used for object names.
-20 months: words predominate for object names.
-18-24 months: increasing word use over non-verbal communication; conventional words or word combinations are used with increasing frequency to express range of intentions.

Question 15

• Discourse development

Answer 15

By 3 years children typically developed more complex language skills, able to engage in longer, more elaborate conversations with others. able to understand and follow complex rules of conversation e.g staying on topic, using appropriate social greetings. Narrative/story emerges from about 2-3 years. emergence of heap stories, stories that consist of a string of labels and simple descriptions of event actions, don’t contain any central theme or sophisticated story structure, made of simple declarative sentences added together.

Question 16

• Receptive language development

Answer 16

By 18 months: responds to questions, follows one stage commands with two linguistic elements.
-By 24 months: responds to some questions, follows one stage commands with three linguistic elements, can follow directions that involve prepositions.
-By 3 years: follows two-stage commands containing four linguistic elements, understands simple wh- questions.

Question 17

 Bilingual language development

Answer 17

Simultaneous bilingualism: exposure to two languages before 3 years. child’s exposure to both languages occurs concurrently, allowing them to develop proficiency in both simultaneously. unlikely that the children will achieve the exact same milestones for both. should still begin talking within the typical age range, and typically they will reach ‘monolingual’ milestones in at least one language They will show:
- A dominant language: the language in which bilingual children appear to have greater proficiency.
- A non-dominant language: the language in which bilingual children appear to have less proficiency.
Dominance is closely linked to the amount of input the child receives in each language, which is rarely equal.

Question 18

Sequential bilingualism

Answer 18

child learns a second language after they have already acquired proficiency in their first language. exposure to the second language occurs after they have already developed their first language, may need to go through a period of language transition. features typically observed:
- may go through a silent or non-verbal period when first exposed to the second language because building their understanding of the language.
- Language 1 development may vary when language 2 is introduced.
- Language 1 may interfere with language 2
- Code mixing/switching occurs.

Question 19

• Pre-literacy development

Answer 19

skills and abilities developed in the years leading up to the ability to read and write.
-1-2 years: enjoys looking at picture books and being read to, requests to be read by gesture/ handing adult a book, points to and identifies some familiar items in books with adult support.
-2-3 years: routinely shares books with adults, asks for favourite stories, looks through book alone and pretends to read, recognises pictures in books are symbols for real items, matches an object to a picture of the book, names familiar items in picture book, completes rhymes or sentences in familiar books, starts to pay attention to specific print.

Question 20

Speech development 1-2 years:

Answer 20

• Children have developed jaw control for speech by about 15 months.
• Fine motor lip and tongue control for speech continues to develop, so what we see is individual sounds are produced variably even within the same word.
• Can usually use consonants ‘p, b, t, d, m, n, w’ and sometimes ‘h’
• At this age, children usually use simple word structures so we more typically see single syllable words and phonetic errors such as reduplication and final consonant deletion.
• Use mostly simple vowels like ‘ee’ and ‘ah’
• Commonly use a range of phonological processes(patterns of sound errors that typically developing children use to simplify speech as they are learning to talk)

Question 21

Speech development 2-3 years:

Answer 21

• Still mostly single syllable words
• Add new consonants ‘k, g, ng’
• Use 9-10 initial consonants and 5-6 final consonants
• May start to use consonants clusters e.g. ‘pw____, ____ts, ___nd’
• Extended vowel range e.g. use of short and long vowels
• Will stop using phonological processes of final consonant deletion (about 2 years), reduplication (2-2.5 years) and voicing (2 years, 11 months)

Question 22

Prosody development

Answer 22

: refers to the rhythm, stress, and intonation of speech. requires sophisticated coordination of all components of speech mechanism. As children acquire language, they start to use different intonation patterns to convey different meanings.

Question 23

• Fluency development

Answer 23

smoothness and ease with which a person produces speech. From around 25-37 months of age, it is typical to see children go through a period of disfluent speech . At 2 years of age, disfluencies are commonly whole word repetitions. At approx. 3 years of age, revision are the most dominant disfluencies. a small percentage will not, may also start to develop ‘stuttered’ disfluencies, such as sound repetitions, prolongations and blocks.

Question 24

• Voice development

Answer 24

we expect a normally developing voice to exhibit the following qualities:
-Loudness: voice loud enough to be heard
-Pleasantness: pleasant to the ear
-Flexibility: flexible enough to express emotion
-Representation: represents individual’s age and gender
-Production: voice produced without developing vocal trauma and laryngeal lesions
Younger children’s voices are higher in pitch than adults because their vocal cords are shorter and thinner, so they vibrate at a higher frequency. There are no sex differences in vocal fold length, and therefore in pitch at this age.

Question 25

• Feeding development

Answer 25

from 12-35 months, children’s feeding skills continue to develop as they become more independent feeders, and progress to eating a wider variety of food textures.

Question 26

• Play development

Answer 26

12-18 months: children will begin to use simple sequences of play such as pretending to eat or sleep. These may then progress to 2-3 sequences of a simple play theme. emergence of of ‘onlooker play’
-18-24 months: the child will begin to engage in a wider range of play themes, involving multiple actions. We see the emergence of ‘symbolic play’ This begins with simple object substitution. the child may start imitating others in play. They will begin to engage in games involving turn taking with the support of the adult.
-2-3 years: typically enter a stage of parallel play e.g building towers with blocks, playing with dolls or cars, or engaging in simple games. Imaginative and dramatic play emerges. They might initiate role play with adults or other children, including being able to assign roles to others.