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Stages of language development
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
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Stages of language development
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- 3. First year oflife the child Development of gestures Making adequate eye contact Cooing, babbling and crying
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- 5. One-word stage 10-13months of age The person speaks one word at a time. He or she learns to direct activities, request, and label.
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- 7. 18 months Theperson learns more words. He or she begins to combine words to make phrases.
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- 9. Developing Stage Betweentwo and a half and three years old. The person combines words in meaningful order.
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- 11. Between three andfive years of age The person combines words in meaningful order.
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- 13. Late childhood. Theperson understands most grammar rules.
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- 27. 6 YearsIn addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings
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- 32. Standard of CareEconomic Standing Psychological Disorders Social Fear
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- 35. Children’s speaking andlistening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning. - Roskos, Tabors, & Lenhart, 2005, p. v.
- 36. Proficiency in orallanguage provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think. – Jerome Bruner (1983)
- 37. Benefits in understandingtext by applying letter-sound correspondences to printed material come about only if the target word is in the learner’s oral vocabulary. When the word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print. - National Reading Panel Report (2000), pp. 4-3
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- 39. General Relationship Function/meaningAgent States that individual performing the action Action Requests action Object Comments on the object of action Recurrence Requests/comments on repetition of activity/object Nonexistence Comments on nonexistence/disappearance of object or person Cessation Comments on cessation of activity Rejection Protests/comments on undesired action or something forbidden Location Comments on spatial location Possession Comments on possession of object Agent action Comments on agent and action Action object Comments on action and object Agent action object Comments on agent, action, and object Action object location Comments on agent, action and location
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- 41. Tier One Words(Conversational Language) Tier Two Words (Robust Language) Tier Three Words (Content-Specific Language)
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- 43. 12 months oldChildren begin to use one-word utterances
- 44. 18 months oldChildren combine words into two- and three-word utterances
- 45. 3 years oldChildren begin to learn complex sentences structure
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- 47. INFANTS (BIRTH TO18 MONTHS) Child communicates needs, wants, feelings, or thoughts through words, gestures, actions, or expressions: Cries to indicate different needs Begins to use words and gestures to communicate (coos, babbles, makes sounds, uses sign language, etc.) Begins to initiate interactions with adults and peers
- 48. Child communicates fora variety of purposes: Signals for more Greets adults and peers
- 49. The Infant Communicatesnonverbally with adults and other children (reaches for or turns away to end an interaction, waves, smiles, etc.) Communicates verbally with adults and other children (cries, babbles, uses simple words or signs, etc.)
- 50. Engages in vocalplay and back and forth communication games with responsive adults Communicates needs and interests to get responses from others for comfort, warmth, nourishment and satisfaction
- 51. The Adult Usesalternate ways to communicate when needed (sign language, gestures, etc.) Builds on children‛s interests to introduce new words and ideas during play activities and daily routines
- 52. Engages children inback and forth communication Creates a climate of trust by responding to infants‛ cues and communications Understands that young infants do not intentionally cry or act out in order to “be naughty” or “make you angry”, but that they are developing ways to communicate their wants and needs.
- 53. TODDLERS (18 MONTHSTO 3 YEARS) Child communicates needs, wants, feelings, or thoughts through words, gestures, actions, or expressions Uses words, phrases, short sentences and gestures to communicate Child communicates for a variety of purposes Asks questions
- 54. Initiates social interactionswith other children and adults Communicates to show or share with adult Child uses new vocabulary words that they have learned
- 55. The Toddler Communicatesnonverbally through expressions and gestures Communicates verbally ranging from single words to simple sentences
- 56. Uses words orphrases to express wants, seek attention, protest, comment, or offer greetings Names objects or actions in picture books Asks questions to achieve more information (“What‛s that?” , “Why?” etc.)
- 57. The Adult Usesalternate ways to communicate when needed (sign language, gestures, etc.) Builds on children‛s interests to introduce new words and ideas during play activities and daily routines
- 58. Provides opportunities forchildren to engage in conversation Responds to toddlers‛ cues and communications Engages children in back and forth communication