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Language Development: Birth through 24 Months

Language Development: Birth through 24 Months. September 21, 2009 Kim Craig, Jocelyn Curry, Will Schuck, Missy Smith. Stage 1: Birth to 8 Months. Kim Craig. Birth-8 months Feeding. Birth-4 months Sucks fingers when near mouth Places hands on bottle during feeding

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Language Development: Birth through 24 Months

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  1. Language Development: Birth through 24 Months September 21, 2009 Kim Craig, Jocelyn Curry, Will Schuck, Missy Smith

  2. Stage 1:Birth to 8 Months Kim Craig

  3. Birth-8 monthsFeeding • Birth-4 months • Sucks fingers when near mouth • Places hands on bottle during feeding • Recognizes a nipple or bottle • Pats a bottle with one or both hands • 5-6 months • Holds bottle on own with one or both hands • Mouths and gums solid foods • Opens mouth when a spoon is present • 6-9 months • Feeds self crackers • Drinks from cup held by adult (with some loss of liquid) • Reaches for a spoon when presented/bangs spoon • Prefers parent to feed

  4. Birth-8 monthsSpeech-sound acquisition (prelinquistic) • Birth-1 month • Demonstrates reflexive vocalization such as crying, burping, coughing and sneezing • Demonstrates non-reflexive sounds • 2-3 months • Uses sounds that are acoustically similar to back vowels, consonant-vowels and vowel-consonant • 4-6 months • Gains better control of laryngeal and articulator mechanisms during this period by engaging in vocal play • Sounds vary daily and weekly • Produces vowels with better oral resonance • 7-9 months • Continues to use CV syllables that have a more adult-like timing • Constant phonetic inventory may have stops, glides, nasals

  5. Birth-8 monthsPragmatics • Birth-6 months • Startles to loud sounds • Responds to voice and sound • Turns head toward sound source • Watches speaker’s face when spoken to • Stops crying when spoken to • Discriminates between strangers and familiar people • Varies responses to different family members • Smiles when spoken to • Has a social smile • Uses babbling for gaining attention • Establishes eye contact

  6. Birth-8 monthsLiteracy/Morphology • 6-12 months • Likes to chew and pat books • Can focus on large and bright picture books • Shares books with adult • No morphological milestones

  7. Birth-8 monthsListening • Birth-3 months • Discriminates speech from non-speech sounds • Startles to loud sounds • Quiets or excites in response to novel sounds • Recognizes a primary caregiver’s voice • Smiles or quiets when spoken to • Decreases or increases sucking behavior in response to sounds • 3-6 months • Moves eyes in direction of sounds • Discriminates friendly and angry sounds • Reacts to change in tone of voice • Attends to music and toys that make sounds • Listens to a speaker and watches a speaker’s face when spoken to

  8. Stage 2:8 to 16 Months Missy Smith

  9. 8-16 monthsSyntax / Morphology • Develops in later Stage 2 of Brown’s Language Development (19-28 months)using present progressive grammatical morphemes (crying)

  10. 8-16 months Vocabulary / semantics Vocabulary – Emergence of expressive language • 6 months and older - canonical babbling: reduplicated and non-reduplicated babbling • Reduplicated: 6 months • Non-reduplicated: 12-13 months • 10 months and older - jargon stage • Consists of first words that may be produced after a string of jargon • Stage is characterized by strings of sounds and syllables uttered with variety of stress and intonation patterns • 12 months - two to six words other than mama and dada (first word period) • Phonological acquisition includes /b/, /m/, /d/, /n/ • First produce sounds as whole items instead of individual sounds • Begin to use pronouns such as I and it • 15 months - ten words

  11. 8-16 months Vocabulary / semantics • Semantics • Three categories of types of single words children from birth-age 2 use to represent what they have learned about the environment (single-word utterance stage) • Substantive words: to name objects • Relational words: describe the relationships or characteristics of objects including movements or relationships of an object to itself (disappears) • Social words: hi/bye-foundation for maintaining relationships according to the culture’s social code • Relationship between phonological and semantic development • Learn new words that begin with the same consonants they have previously used • Show more phonetic accuracy in saying object words than action words • In Stage 1 of Brown’s Stages of Language Development between 12 and 26 months

  12. Milestones Responds to “no” Responds to name and pats self in mirror Points to learn new vocabulary Tries to “talk” to listener Coos / squeals for attention Laughs when playing with objects Tries to communicate by actions and gestures Smiles at self in mirror Plays pat-a-cake and peek-a-boo Demonstrates turn-taking skills with reciprocal interactions Shouts to attract attention Follows dimple directions Waves bye-bye Language serves as multiple functions Labeling Answering Requesting action Requesting an answer Calling / addressing Greeting Protesting Repeating / imitating Practicing 8-16 months Pragmatics

  13. 8-16 months Social communication • 8-12 months enters illocutionary period of development • Gestures to show objects to adults (protodeclarative) • Requests items by pointing (protodeclarative) • Gives items to adults • Able to follow eye directions of adults to locate objects (provides basis for pairing words with objects) • 8-9 months first words spoken • 12 months enters locutionary period • Able to use joint attention to locate objects outside immediate visual field • Begin to use words to replace or accompany gestures to request, demand and comment

  14. Stage 3:16 to 24 Months Jocelyn Curry and Will Schuck

  15. 16-24 monthsHumor • Enjoys peek-a-boo • Plays pat-a-cake • Cause and effect types of interactions / play • Like to look at themselves in the mirror • Interacts through smiles / laughter

  16. 16-24 monthsNarrative development • Symbolic play • Storytelling • Narratives • Talking to themselves

  17. 16-24 monthsPhonology • First word • Used consistently to refer to the same thing • Have a recognizable phonetic form - sound like the adult word (e.g. Bah-bah for bottle) • Control over their lips, tongue, and mouth • Able to drink through a straw • While drinking can swallow 4-5 times without removing the cup • Drinks from a cup without spilling much • Swallows with mouth closed • Able to chew a variety of foods • Up and down tongue motion becomes more precise • As a result of better mouth control, they begin to produce the following consonant phonemes: /p/, /m/, /h/, /w/, /b/ • NOTE: Different children prefer different phonemes, phonemes are acquired in a variety of orders, and some may not • develop until later.

  18. 16-24 monthsSemantics • Object Permanence– awareness that objects still exist even if they cannot be seen • This means that they have developed internal representations of their environment, and mental images, or symbols of objects and events in their environments. • It is believed that this ability to use symbols is linked to children’s understanding of words as verbal symbols for objects and events. • Types of words used • Substantive Words - name objects or attributes • Categories of objects with similar attributes (semantic feature theory) • Specific objects • Fewer attribute words are used (e.g. Colors, and sizes) • Relational Words - relationships between objects, or characteristics among objects • Actions and movements of objects • Relationships of an object to itself NOTE: One word may have various meanings, e.g. no can indicate rejection, denial and disappearance.

  19. 16-24 monthsSemantics Relations Expressed in Single-word Utterances

  20. 16-24 months Pragmatics New functions develop– functions combine and change because children learn that one utterance can serve multiple functions • Instrumental + Regulatory + Interactional Functions = Pragmatic Function • Used to control the environment to satisfy wants and needs while interacting with others • Some response is expected from the listener • Personal + Heuristic + Interactional Functions = Mathetic Function • Used to learn more about or comment on the environment (ie. asking object names) • Does not always expect a response from the listener • Dialogue becomes more effective • Turn taking rules are applied in Dialogue • Children help maintain the topic of conversation • 40% of children’s responses to adults maintain the topic of conversation

  21. 16-24 months Pragmatics Children’s Functions and Intentions of Their Early Language Source: Adapted from Dore (1975) and Halliday (1975).

  22. 16-24 monthsSyntax • Two-word utterances – as they approach this phase there are changes in vocabulary • An increase in the number of verbs • An increase in the number of object-class words • A decrease in the number of other relational words • A decrease in the time between single word utterances (debatable) • Semantic relations • Possession – baby bear = baby’s bear • Agent-object (actor and object of action) – baby ball = baby rolls ball • Entity-locative – ball cup = the ball is in the cup • NOTE: The same statement could have different meanings depending on it’s use ie. baby ball could mean baby’s ball or baby rolls ball depending on the context. • Deictic Words – the referent is dependent on the speaker, the location of objects, and temporal relationships (e.g. pronouns) • NOTE: use of these terms requires theory of mind - the ability (beginning around 18 months) to understand you and others have mental states, and the ability to use this understanding to interact and communicate socially - deficits in theory of mind are a potential contributor to Autism.

  23. 16-24 monthsVocabulary • Fast mapping – the theory that children as young as 18 months can acquire new words with just a few exposures and without formal instruction, occurring in steps: • After one exposure the child connects the word and the concept • Child works out the exact meaning of the word (this takes more time) • Words are connected to other words based on meaning (as opposed to words being learned as a whole in isolation

  24. 16-24 monthsMorphology • Morphemes acquired between the ages of 19 and 28 months: • -ing (in one-word utterances) • in • on • Note: Must be used correctly 90% of the time to be considered “acquired” • Mean Length of Utterance (MLU) – Number of morphemes (in a language sample) divided by • number of utterances (in the same sample) • Reliable predictor of linguistic complexity • Tends to increase by 1.2 morphemes per year from 18 months to 5 years • Roger Brown developed this measure and grouped early linguistic development into stages based on age and MLU • Brown’s Stage 1 of language development • Age 12-26 months • MLU: 1.0-2.0 • Use of about an equal number of one and two word utterances • Use of intonation to ask yes or no questions • Begins to use wh- questions

  25. 16-24 monthsThe beginning….

  26. Language Development: Birth through 24 Months September 21, 2009 Kim Craig, Jocelyn Curry, Will Schuck, Missy Smith

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