Explain The Stages Of Language Development

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Explain The Stages Of Language Development

The words used in those combinations are those that have a greater Madame Lularie Research Paper of meaning, that is to say, those that suppose the central nucleus of Theodore Roosevelt Research Paper message pivot wordsTheodore Roosevelt Research Paper to others of more open character. Keep reading to know more about the language developmental stages of children aged Explain The Stages Of Language Development and above. Adults speak to children using limited Theodore Roosevelt Research Paper, focusing on tangible objects in the the white seal. Examples of these could be pointing at Theodore Roosevelt Research Paper object, tugging on the shirt of Emotional Intelligence Concepts parent to get Theodore Roosevelt Research Paper parent's attention, etc. Retrieved 28 September She specializes in writing about clinical social work Emotional Intelligence Concepts Mindfulness Meditation Research Paper services.

Stages of Language Development - 4 Important Stages - English Finders

It is currently believed that in regards to brain lateralization males are left-lateralized, while females are bilateralized. Studies on patients with unilateral lesions have provided evidence that females are in fact more bilateralized with their verbal abilities. It seems that when a female has experienced a lesion to the left hemisphere , she is better able to compensate for this damage than a male can. If a male has a lesion in the left hemisphere, his verbal abilities are greatly impaired in comparison to a control male of the same age without that damage. Shriberg, Tomblin, and McSweeny suggest that the fine motor skills necessary for correct speech may develop more slowly in males.

It is also suggested that the gender gap in language impairment prevalence could also be explained by the clinical over diagnosis of males. Males tend to be clinically over diagnosed with a variety of disorders. The study by Shriber et al. Research in writing development has been limited in psychology. Spoken and written skills could be considered linked. Researchers believe that children's spoken language influences their written language. Kroll's theory is one of the most significant on children's writing development. He proposed that children's writing development is split into 4 phases.

Kroll explicitly states that these phases are 'artificial' in the sense that the boundaries between the phases are imprecise and he recognises that each child is different, thus their development is unique. The first of Kroll's phases is the preparation for writing phase. In this phase the child is believed to grasp the technical skills needed for writing, allowing them to create the letters needed to write the words the children say.

In this initial phase children experience many opportunities to extend their spoken language skills. Speaking and writing are considered fairly separate processes here, as children's writing is less well developed at this stage, whereas their spoken language is becoming more skilled. Kroll considers the second phase in writing development to be consolidation.

Here, children begin to consolidate spoken and written language. In this phase children's writing skills rely heavily on their spoken language skills, and their written and spoken language becoming integrated. Then in turn, when a development in children's written language skills is seen, their spoken language skills have also improved. A child's written language in this phase mirrors their spoken language. In the third phase, differentiation, children begin to learn that written language regularly differs in structure and style from spoken language.

The growth from consolidation to differentiation can be challenging for some children to grasp. Here, it is believed that children begin to understand that writing serves a purpose. Kroll considers the last phase to be the systematic integration phase. A differentiation and integration between the child's speaking and writing can be seen in this phase. This means that speaking and writing have 'well-articulated forms and functions'; [40] however, they are also integrated in the sense that they use the same system. As a result of the individual being aware of the audience, context and reason they are communicating, both written and spoken language are able to overlap and take several forms at this stage.

Kroll used the four phases to give an explanation and generalise about the development of these two aspects of language. The highest significance is placed on the second and third phase, consolidation and differentiation respectively. The content of the skills are more similar, but the approach used for both writing and speaking are different. Perera conducted a survey and her view mirrors that of Kroll to the extent that she used Kroll's four phases. Kantor and Rubin believe that not all individuals successfully move into the final stage of integration. Other than Kroll's theory, there are four principles on early patterns in writing development discussed by Marie Clay in her book What Did I Write? The four principles are recurring principle, the generative principle, the sign principle, and the inventory principle.

The recurring principle involves patterns and shapes in English writing that develop throughout writing development. The generative principle incorporates the idea that a writer can create new meanings by organizing units of writing and letters of the alphabet. The sign principle is understanding that the word print also involves paper arrangement and word boundaries. And lastly, the inventory principle is the fact that children have the urge to list and name items that they are familiar with, and because of this they can practice their own writing skills. More recent research has also explored writing development.

Myhill concentrated on the development of written language skills in adolescents aged 13 to Chrisite and Derewianke again propose four phases of writing development. The researchers believe that the process of writing development does not stop when an individual leaves formal education, and again, the researchers highlight that these phases are flexible in their onset. The first phase focuses on spoken language as the main aid for writing development, and the development then takes its course reaching the fourth phase, which continues beyond formal education. The environment a child develops in has influences on language development. The environment provides language input for the child to process. Speech by adults to children help provide the child with correct language usage repetitively.

Jerome Bruner who laid the foundations of this approach in the s, emphasized that adult " scaffolding " of the child's attempts to master linguistic communication is an important factor in the developmental process. One component of the young child's linguistic environment is child-directed speech also known as baby talk or motherese , which is language spoken in a higher pitch than normal with simple words and sentences. Although the importance of its role in developing language has been debated, many linguists think that it may aid in capturing the infant's attention and maintaining communication.

Throughout existing research, it is concluded that children exposed to extensive vocabulary and complex grammatical structures more quickly develop language and also have a more accurate syntax than children raised in environments without complex grammar exposed to them. While doing this, the adult prompts the child to continue communicating, which may help a child develop language sooner than children raised in environments where communication is not fostered. Child-directed speech concentrates on small core vocabulary, here and now topics, exaggerated facial expressions and gestures, frequent questioning, para-linguistic changes, and verbal rituals.

The infant is more likely to produce vocalizations in response to a nonverbal behavior such as touching or smiling. Child-directed speech also catches the child's attention, and in situations where words for new objects are being expressed to the child, this form of speech may help the child recognize the speech cues and the new information provided. Continuously hearing complicated sentences throughout language development increases the child's ability to understand these sentences and then to use complicated sentences as they develop.

Studies have shown that students enrolled in high language classrooms have two times the growth in complex sentences usage than students in classrooms where teachers do not frequently use complex sentences. Some language development experts have characterized child directed speech in stages. Primarily, the parents use repetition and also variation to maintain the infant's attention. Secondly, the parent simplifies speech to help in language learning. Third, any speech modifications maintain the responsiveness of the child. These modifications develop into a conversation that provides context for the development. While most children throughout the world develop language at similar rates and without difficulty, cultural and socioeconomic differences have been shown to influence development.

An example of cultural differences in language development can be seen when comparing the interactions of mothers in the United States with their infants with mothers in Japan. These differences in interaction techniques reflect differences in "each society's assumptions about infants and adult-to-adult cultural styles of talking. Specifically in North American culture, maternal race, education, and socioeconomic class influence parent-child interactions in the early linguistic environment. Additionally, lower class infants may receive more language input from their siblings and peers than from their mothers.

It is crucial that children are allowed to socially interact with other people who can vocalize and respond to questions. For language acquisition to develop successfully, children must be in an environment that allows them to communicate socially in that language. Children who have learnt sound, meaning and grammatical system of language that can produce clear sentence may still not have the ability to use language effectively in various social circumstance. Social interaction is the footing stone of language. There are a few different theories as to why and how children develop language. One popular, yet heavily debated explanation is that language is acquired through imitation.

This theory has been challenged by Lester Butler, who argues that children do not use the grammar that an adult would use. Furthermore, "children's language is highly resistant to alteration by adult intervention", meaning that children do not use the corrections given to them by an adult. L Trask also argues in his book Language: The Basics that deaf children acquire, develop and learn sign language in the same way hearing children do, so if a deaf child's parents are fluent sign speakers, and communicate with the baby through sign language, the baby will learn fluent sign language. And if a child's parents aren't fluent, the child will still learn to speak fluent sign language. Trask's theory therefore is that children learn language by acquiring and experimenting with grammatical patterns, the statistical language acquisition theory.

The two most accepted theories in language development are psychological and functional. Psychological explanations focus on the mental processes involved in childhood language learning. Functional explanations look at the social processes involved in learning the first language. Babies can recognize their mother's voice from as early as few weeks old. It seems like they have a unique system that is designed to recognize speech sound.

Furthermore, they can differentiate between certain speech sounds. A significant first milestone in phonetic development is the babbling stage around the age of six months. This is the baby's way of practicing his control over that apparatus. Babbling is independent from the language. Deaf children for instance, babble the same way as hearing ones. As the baby grows older, the babbling increases in frequency and starts to sound more like words around the age of twelve months. Although every child is an individual with different pace of mastering speech, there is a tendency to an order of which speech sounds are mastered:.

As the children's ability to produce sound develops, their ability to perceive the phonetic contrast of their language develops. The better they get in mastering the sound, the more sensitive they become to the changes in those sounds in their language once they get exposed to it. They learn to isolate individual phonemes while speaking which also serves as the basis of reading. From shortly after birth to around one year, the baby starts to make speech sounds.

At around two months, the baby engages in cooing, which mostly consists of vowel sounds. At around four to six months, cooing turns into babbling , which is the repetitive consonant - vowel combinations. In this 0—8 months range, the child is engaged in vocal play of vegetative sounds, laughing, and cooing. Once the child hits the 8—12 month , range the child engages in canonical babbling, i.

This jargon babbling with intonational contours the language being learned. From 12—24 months , babies can recognize the correct pronunciation of familiar words. Babies also use phonological strategies to simplify word pronunciation. Within this first year, two word utterances and two syllable words emerge. This period is often called the holophrastic stage of development, because one word conveys as much meaning as an entire phrase. For instance, the simple word "milk" can imply that the child is requesting milk, noting spilled milk, sees a cat drinking milk, etc. By 24—30 months awareness of rhyme emerges as well as rising intonation.

By 36—60 months , phonological awareness continues to improve as well as pronunciation. They become immensely creative in their language use and learn to categorize items such as recognizing that a shoe is not a fruit. At this age, children also learn to ask questions and negate sentences to develop these questions. Over time, their syntax gets more and more unique and complex. By 6—10 years , children can master syllable stress patterns, which helps distinguish slight differences between similar words. The average child masters about fifty words by the age of eighteen months. These might include words such as, milk, water, juice and apple noun-like words. Afterwards they acquire 12 to 16 words a day.

By the age of six, they master about 13 to 14 thousand words. The most frequent words include adjective-like expressions for displeasure and rejection such as 'no'. They also include social interaction words, such as "please" and "bye". In other words, when the child hears the word "sheep" he overgeneralizes it to other animals that look like sheep by the external appearance, such as white, wooly and four-legged animal. The child uses contextual clues to draw inferences about the category and meaning of new words. By doing so, the child distinguishes between names and ordinary nouns.

For example, when an object is presented to the child with the determiner "a" a cat, a dog, a bottle he perceives it as an ordinary noun. However, when the child hears a noun without the determiner, he perceives it as a name, for instance "this is Mary". Children usually make correct meaning associations with the words that the adults say. However, sometimes they make semantic errors. Overextension: When a child says or hears a word, they might associate what they see or hear as more generalized concept than the real meaning of the word.

For example, if they say "cat", they might overextend it to other animals with same features. Underextension: It involves the use of lexical items in an overly restrictive fashion. In other words, the child focuses on core members of a certain category. For example: 'cat' may only refer to the family cat and no other cat, or 'dog' may refer to certain kinds of dogs that the child is exposed to. In this article I will explain the different stages of language development , Its main components and the different areas in which it can be developed. The conceptions about the prenatal stage have undergone great changes thanks to the important technological and scientific advances. The fetus, in the present moment, is outlined as a creature capable of experiencing sensory perceptions, motor activity, exploratory and even communicative.

Recent research by scientists at the University of Helsinki Finland shows that what the fetus hears during gestation can influence the development of its brain And their linguistic development. Thus, auditory sensory experience before birth forms the neural basis that will lead to a better development of language during childhood. Parents, excited about the arrival of the new son, speak to the baby through the belly, read stories to him, give loose words or simply"dialogue"with him. All these behaviors are positive because they not only begin to train the auditory sense of the fetus, paving the way for later expression and linguistic understanding, but also lay the foundations of an affective bond that will ensure future social and communicative interactions.

Although babies do not speak from the very birth, they impart needs and feelings through sounds. These sound productions range from crying, through cooing and babbling to accidental or deliberate imitation. This period is called Prelinguistic stage. Prelinguistic speech is the forerunner of linguistic speech, and implies a sound production that, although sometimes similar to the language itself, is executed without an understanding of its meaning. However, adults give the baby's expressions a true communicative sense, and initiate interactions, conversations, gestures, etc.

It consists of mentioning an object, person or situation of the environment to share the attention on that entity. For example, when a mother tells her baby"Look, a duck! In addition to facilitating the designation of the different elements of the environment, these behaviors allow the child to share information and build a system of meanings within a social interaction. Knowing when to speak and when to listen is a basic skill to establish a conversation. The various interactions between the baby and his caregivers promote social situations in which when the baby makes sounds the adult listens to him, and when the baby stops, the adult speaks to him. The baby is trained in a series of"protoconversations"that recreate adult conversations, including gestures of assent, active listening, etc.

It refers to speech used by mothers and other caregivers to interact with babies. It is characterized by being very short broadcasts and simple syntax, in other words, short and simple sentences. Adults speak to children using limited vocabulary, focusing on tangible objects in the environment. In addition, emphasis is placed on linguistic elements related to social interaction, such as greetings and questions, with frequent verbal and interaction rituals that facilitate the execution of the baby in this interaction. In a traditional way, there has been talk of a critical period for language acquisition, after which learning a first language would be much more costly and difficult.

This critical period has been placed during the preschool and school years. The critical period hypothesis is based on the gradual loss of brain plasticity as the child matures, so that it becomes increasingly difficult for different areas of the brain to assume functions for which they have not been designed. This hypothesis was developed by Lenneberg in , but he could only provide indirect evidence of his arguments. For example, deaf children from birth have more difficulty acquiring language than children who lose hearing after birth. Examples of wild children could also be taken as an example. The extent and quality of the mediated language experience which the child receives are therefore of the utmost importance. Children reach this stage roughly between two and a half and three years of age.

They use more intricate and complex grammatical structures, elements are added conjunction , embedded and permuted within sentences, and prepositions are used. Wood gives the following examples in this regard:. The five to six-year-old child reaches this developmental level. Examples are:. Sign In. Free Assessment. Six Stages of Language Development. Language Development and Language Learning. Susan du Plessis March 30, Most parents can hardly wait for their baby to say its first word.

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