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Crisis of the First Year, crisis of the first year: child's autonomous…

- - - - conflcting viewpoints
        
        gradual development of speech
        
        associative theory - connection between the word and its meaning is a straight associative connection
        
        child sees object (clock) + hears sounds "k-l-ah-k" = establishes connection. next time child hears "clock", remembers clock they saw
        
        development of speech reduced to vocabulary development; quantitative increase;
        development as a process in which something new arises at a subsequent age (something that was not there before) is denied
        
        child acquires knowledge and develops, but the word remains unchanged over the whole course of his development; "once and for all"
        
        2. Stern's theory
        
        first word = fundamental step in development;" once and for all"
        
        beyond associative connection b/c animals can make connection (i.e. dogs)
        
        child's first general concept
        
        child learns that everything has its own name; every thing an be designated by a sign/signal
        
        child knows as many words as they've been taught but then asks for names of things
        
        no slow/gradual accumulation of associative connections in the development of speech; there is a spasmodic increase in vocabulary
        
        child transitions from passive to active increase in vocabulary
        
        "what is that?"
        
        child asks first questions on names leads to child asking about each new thing
        
        What Supports Stern's Theory? (p. 245)
        
        Three symptoms
        
        rejeects associative characterconnection between sign and meaning
        
        change in development in speech results in catastrophic/instantaneous character
        
        Vygotsky rejects Stern
        
        improbable that 1-year-old/15-month-old is intellectually developed enough to make discovery of connection between sign/meaning for themself
        
        child of 18 mos cannot discover logical nature of speech; schoolchild does not understand what a word means; and adults with mental disabilities cannot
        
        Piaget/Wallon: child has tendency not to undersand the conitionality of speech but to consider the name of a thing as one of tis attributes
        
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        child never asks about a name but he asks about the purpose/sense of the thing
        
        Stern puts cart before the horse: instead of saying how a general concept of speech develops in the child, it is amssumed that it was generated by the child
        
        concept of speech originates before development of speech in child - (development -> learning?)
        
        Stern says speech developmet ends at age 5 and only small changes occur afterward
        
        new studies show new concepts only possible at school age
        
        Vygotsky supports these theories
        
        Buhler POV: discovery of molecular formation; discovery = microscopic movement growing day by day spreading over several months
        
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        H. Wallon POV: child "accidentally" makes a discovery at this age
        
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  - - - phonetic structure = sound composition differed sharply from adult words "poo-foo"
      - autonomous speech difffers in meaning of words = sense aspect of children's speech
        
        initial meaning = very complex; not separated into isolated qualities like the meaning of separate words; meaning represents the whole picture "ooah"
        
        from initial meaning child transitions to number of other meanings that re derived from separate parts of hte picture (water to puddle to any liquid to bottle; from duck to coins to eagle to buttons)
      - communication is possible only between the child and the people who understand the meaning of their words; only with people initiated into the code of children's speech
        
        caled Ammensprache by German authors: language of wet nurses and nanneis
        
        communication only possible in concrete situations when object is in sight
        
        4th feature: language is agrammatical; possible connection between separate words is original
    - - autonomous speech is the rule, not the exception. Rule = child makes transition from mute period to adult language by exhibiting children's autonomous speech
      - speech disruptions => autonomous speech continues longer than a year -> serves bridge to transition child from mute to language
    - - child's word and its sensible meaning encompasses a complex of things that adults do not designate with one word
      - meaning of autonomous speech =/= meaning of adult words
      - children has understanding of adult language before they begin to speak
    - - word is constructed differently phonetically and in meaning
      - child can converse only about what they see, whereas in developed speech we can converse about objects not present
        
        understanding always reached with help of visual situation; impssible to understand meaning of words when they are removed from concrete situation
      - in children's autonomous speech there is no relation of coordination: connection between higher/lower concept words that are related (table, chair, cupboard = lower; furniture = higher)
        
        meaning of a word = situational -> not constant (objective constancy)
    - - verbal thinking and oral thinking connected
        
        child cannot think with help of words OUTSIDE of visual situation
      - thinking = nonindependent charactoer
- - - - child lying on floor, screaming, refusing to walk, stomps