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child language development - Coggle Diagram
child language development
stages of children language development:
1- crying: first few weeks, child expresses themselves vocally and this can signal hunger, distress and pleasure. it would not be considered language but would be considered as a use of communication
2- cooing: 4-7 months, usually make sounds like 'coo', 'goo' and 'ga-ga', they begin to develop increasing control over their social cords
3- babbling: the most important stage, between 6-12 months. sounds start to resemble adult sounds more closely, they begin to use consonant and vowel combinations 'ba', 'da' and 'ma'. these sounds do have have any meaning. the most common sounds they make are bilabial which are voiced plosives like 'b', 'm' and 'p'. they would also begin ti make a lot more noise than before as they are experimenting and exercising with their organs of articulation.
4- holophrastic: between 12 and 18 months, begin to convey meaningful utterances which are usually 1 word, this is a significant stage as they deliberately convey meaning through lexical choices, their first words within this stage are usually concrete nouns
5- two word: around 18 months, they begin to put 2 words together to convey meaning, the start ton understand grammar, and their spoken vocabulary expands widely as at 18 months they would know around 50-100 words and at the age of 2 they would be able to use around 300 words
6- telegraphic: around 2 years, conveys meanings and main message using minimal words, they are likely to omit grammatical words. Key theorists within this stage: Skinner
7- post-telegraphic: around 3 years, their speech becomes increasing similar to adults speech, their verb inflection and formation of pronouns are largely accurate within this stage
behaviourist- all behaviours are a result of conditioning a child has experienced rather than freedom of choice, children learn through imiation
Skinner: operant conidtioning- idea that positive and negative reinforcement can influence a Childs speech, for example, positive reinforcement could be positive feedback given ti a child which could encourage them to repeat the action as they had bee rewarded. negative reinforcement getting a lack of feedback, negatice feedback or corrections an help a child prevent making the mistake again. vicarious reinforment- seeing someone else being rewarded for their actions/speech so the other child repeats this as they want to be rewarded.
nativist- the idea that concepts, mental capacities nd mental structures are innate rather than acquired through learning
Chomsky: believed that a Childs language is developed innately and they are born pre-wired to the ability to learn language- LAD Language acquisition device. he also suggested that children are born with a fresh and undeveloped brain also described as a 'blank slate' (tabula rasa). universal grammar the notion that all humans languages provoke similar grammatical properties which the brain is hard wired to decode and use. virtuous errors- grammatical errors which are understandable and logical through an incorrect assumption being made about the grammar rule. LAD has been rejected as a theory as there is no scientific evidence to prove that is is true, and there is evidence to go against it (Genie)
cognitive- a Childs cognitive development being influencing their language development, therefore language can't be used if they do not understand the concept of what they are saying
Piaget egocentric- thinking only of themselves, they do not have an understanding or regarding for others feelings. object permanance- and understanding that objects continue to exist even when they cannot be seen or touched. the idea that language can not be be used if the child does not understand the concept of it. cognitive development can influcence the development of language
interactionalist- interactions between a caregiver and child are crucial for a Childs language development as the child can learn through interacting with the caregiver, copying them, turn taking, etc
Bruner- LASS (language acquisition support system)- this can be explained as the caregivers of a child playing a key role within a Childs language development as interacting with them can help improve their language. he proposed the idea of scaffolding which is the support provided by caregivers through. modelling how speech should take place, this theory rejected Chomsky's theory as interaction between children and their caregiver is a crucial part within their language development.
Vygotsky- ZPD (zone of proximal development)- the area between what a child can already say and do and what is beyond their reach and ability, the may be the time when a caregiver begins to give the child support and scaffolding to learn. usage based linguistics- the model which emphasises language structure emerges from use in linguistic patterns are formed and become grammatical construction
Bee (1997)- Bee suggested that a word or any sound that are used consistently can refer to an action, behaviour, thing or quality. this is important as c Childs first word does not have to be recognised as an adult word as it is more important that it functions like a word rather than sounds like one. it is likely that a baby will not be aware their first few words have meanings, they would only be aware that within certain situations these sounds will have a certain effect on her.
The rate of lexical development: 12 months = 50 words, 24 months= 200 words and 36 months= 2000 words
Katherine Nelson (1973): she found that 60% of children first words are nouns (usually concrete nouns for objects), verbs formed the second largest group for them being first words, describing and modifying words (adjectives) came third and personal and social words made up about 8% of first words.
Overextension-this is when a word is given a wider and broadened meaning than it should have, for example, a child calling another male 'dad'.
under extension- this is a commonly seen semantic error within a child language development and it occurs when a child gives a word a narrower meaning than what it has in adult language.
Jean Aitchison- she connected levels of semantic and lexical development, firstly she would link words to objects which they referred to (labelling), then she would let the child explore the range of object which could be described with a given word (packaging) and then finally, they would understand the differences between hypernyms and hyponyms as they would be able to grasp the connections between words (network)