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Child Language, Vygotsky, Jean Aitchinson, Halliday 1978 - Coggle Diagram

- - - - The Sensorimotor Stage
        This stage takes place from birth to around two years of age. The child develops their sensory coordination and interaction with their environment, by feeling and playing with things. Their use of language extends primarily to babbles and few spoken words.
      - The Preoperational Stage
        Takes place from ages two to seven. Children are able to use language with a better grasp of grammatical structure, context, and syntax. Child thinking at this stage is still very egocentric (their understanding of the world is limited to how it affects them).
      - The Concrete Operational Stage
        Takes place from ages seven to eleven. The children understand concepts such as time, numbers, and object properties and gain reasoning and logic, which allows them to rationalise their beliefs and speak in greater detail about their own thoughts and the world around them. They can also speak to others about their beliefs and understand how outcomes or viewpoints may differ.
      - The Formal Operational Stage
        This takes place from twelve years old to adulthood. At this stage, children can engage in higher reasoning and think and speak about the abstract, such as hypotheticals, morals, and political systems. Language is essentially unlimited, as there is no cognitive limit to one's understanding of the world at this stage.
- - - - "Colourless green ideas sleep furiously" although grammatical it doesn't make sense. He said sentences can be grammatical without having any meaning, that we can tell the difference between a grammatical and an ungrammatical sentence
- - - - Structuring information to first teach complex ideas in a simplified form and re-visiting them in more complex forms
- - - - Parents may respond excitedly to this which reinforces the child's production of this type of speech sound.
        
        Parents soon get bored of repetitions of "Dadada" motivating the child to modify such sounds until the shaping process results in recognisable words. This process continues, resulting in sentences of increasing complexity and grammatical correctness
        
        Children are also rewarded when using language to ask questions as they succeed in getting it
  - - - Some parents pay very little attention to the vocalisation of their infants who will still develop language despite this [Chomsky LAD]
      - Shaping is a very lengthy process, whereas a child's language development, particularly during the second year of life is rapid
      - Observational studies of parent-child conversations (Brown and Hanlon, 1970) show that parents rarely reinforce correct grammar in child's speech, but instead tend to focus on the truthfulness or accuracy of statements. This makes it less likely that shaping enables children to learn grammar
- - - - 1 STAGE (12-24 months) = Children will be able to connect the agent with an action and an action with an object -“Dad, walk”
        Late part of Stage I: they can form complete subject-verb-object sentences, use no and not interchangeably, connect words with and, while learning the present progressive -ing - “Mum, cooking ”
      - 2 STAGE (27-30 months) = Children learn the meaning and how to use gonna, wanna and other embedding. Copula/linking verbs (be) start appearing, as well as “don't” and “ can't” in negative sentences. They learn “in ” and “ on ” prepositions as well as irregular past terms such as “fell” and “ ran ”.
      - 3 STAGE (31-34 months) = Children will start using the auxiliary verbs both in declarative and interrogative questions. Children will start using conjunctions such as if, so, or and but. Won't will start appearing in negative sentences.
      - 4 STAGE (35-40 months) = Double auxiliary verbs will appear in declarative sentences. Children will use such verbs in negative sentences too, while adding isn't, aren't, doesn't and didn't to their vocabulary. When and how will also appear in answers.
      - 5 STAGE (41-46 months) = The indirect object will make its appearance in sentences. Children will start using wasn't, wouldn't, couldn't and shouldn't. Tag questions will start appear “She is tall, isnt she?” Children start connecting relative clauses with very simple sentences.
- - - - 12-18 months Hardly any grammar as utterances are only one word long (holophrastic stage). 60% words have a naming function and 20% express an action.
      - 18 months - 2 years Two-word stage: consist of two-word sentences, either subject + verb or verb + object and this shows they are beginning to learn English word order.
      - 3 years Telegraphic stage filling simple patterns by adding extra elements that are more complex, e.g., ‘daddy got cat.’ In this stage, determiners e.g., ‘the’ are often left out but sentences will still be understandable.
      - Age 3years (after post-telegraphic): sentences increase in length and complexity as they express stories and more complex thoughts. Children will often use conjunctions to link ideas.
      - Age 4 years: Children begin to ‘sort out’ their grammar, e.g., learning tense forms, the forms of irregular nouns, different types of pronouns and auxiliaries. For example, a three-year-old might say ‘him gived bread to gooses’ but a four-year-old will say ‘he gave bread to the geese.’
      - After 4 1/2 years old: grammar continues to develop until; early teens when the learning of grammar becomes indistinguishable.
  - - - At this early stage they don’t have much vocabulary so they use intonation to ask a question. Children use words like: “there, want and allgone” to express a full sentence. This could be said that part of this stage is holophrastic.
    - - Children become concerned with naming and classifying things by frequently asking “Wassat?” They may also begin to talk about the characteristics of things for example: big/small. Children are taught to learn things in opposite pairs such as up/down and hot/cold.
    - - The basic sentence structure has expanded such as: [subject]+[verb]+[object]+[adverb or any other element used]
        Sentences like: “You dry hands” and “A man dig down there” begin to appear and auxiliary verbs are used in sentences such as “I am going” and phrases like “on the table” [preposition]+[article]+[noun]
    - - By this stage children are very comfortable with all questions beginning with words like: “What?” and “When?” where the subject and verb are reversed such as “what does that mean?
    - - They now have pragmatic understanding and suit their utterances to context or situation. Children also use negation (denial/contradiction) for example: “he doesn’t want one!” They don’t rely on intonation and signals anymore as they explain more fully. ❑
        They are now able to use auxiliary verbs and may duplicate modal verbs “please, can I, may I”