Psycholinguistics E-book Erika Mariño Fifth Semester “A” Professor: Lic. Mg. Ana Vera de la Torre Universidad Técnica de Ambato
Ambato – Ecuador April 2020 – September 2020
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Index Language Development Stages. ......................................................................... 4 Brooks Theory .................................................................................................... 5 Random Stage ..................................................................................................... 5 Unitary Stage ...................................................................................................... 6 Expansion Stage.................................................................................................. 7 Structural Awareness Stage .............................................................................. 8 Automation Stage ............................................................................................. 10 Creative Stage ................................................................................................... 12 Bibliography...................................................................................................... 15
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Language Development Stages. Regardless of the language we speak, the culture, beliefs, thoughts, and finances of each person from before, now, and in the future have to go through the same stages of language development at approximately the same age.
For language acquisition, there must be maturation of the nervous system because the cognitive and socio-emotional development that the child can present is necessary because he will be able to learn to speak, understand and communicate if he is exposed to language in his environment and coexists with it. Gross, R. (2005)
The progressive characteristics of language development at different ages; they are given for the integral development of the child and the following must be taken into-account: •
The maturation process of the central nervous system (CNS) and peripheral nervous system (SNP), its progressive changes are correlated with motor development and with the voice system in particular.
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Cognitive development ranging from perceptual discrimination of spoken language to the role of symbolization processes and the thinking of each individual.
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Socio-emotional development, which is the result of the influence of the sociocultural environment, of the interactions and reciprocal influences of the child.
There are several authors who present the development of the language with different names of the stages; Also, there are stages with different age ranges, some of which are more specific than others. This all depends on the authors and how they relate language development with age range.
Language development in children has special characteristics at certain ages. This process is a succession of stages. At each stage, the objectives that help with language development must be met, although they are not independent phases, there are degrees of overlap in which they must be met to move on to the next stage. Brooks considers six stages that are:
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Brooks Theory
Random Stage
Unitary Stage
Expansion Stage
(From birth to 6 months)
(From 7 to 18 months)
(From 2 to 4 years)
Structural Awareness Stage (From 4 to 7 years)
Automation Stage
Creative Stage
(From 7 to 10 years)
(From 10 to 1415 or the end of intellectual development)
Random Stage (From birth to 6 months)
This is a prelinguistic stage in which the child experiences the sounds that can often produce these sounds, they are reactions of the physiological likes or dislikes of the state. As the child learns that adults respond to these random noises, generalize these sounds as a way to attract attention and communication. Communication development occurs at birth in the first year of life and the actual production of the first words begins. ❖ Crying: The newborn communicates with crying and body movement; this begins from birth and can last up to 3 months.
Skill ❖ Listening: The child's ability is to be able to hear the sounds around him. ❖ The child's family should talk to him especially with his parents so that he can hear and recognize the voices of his family. Just like you should listen to children's songs to allow you to continue unconsciously developing your listening skills. •
Babbling: After a few months the sounds are made without crying and the baby begins to babble, this is his new way of communicating because he is developing the language
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Skills ❖ Listening: Children continue to listen to all the sounds around them and what their family communicates with each other.
Parents can carry out the activity of indicating the things around them and saying their name or naming the action that a member of the family is doing, this allows the child to continue familiarizing himself with the vocabulary. Also, it is important that the child continues to listen to the children's songs so that the child is stimulated. ❖ Speaking: The child begins to babble the words he heard before, even if what the child says is not understood.
The activity that parents can do is that the moment they babble the child the parents begin to say words that resemble what the child is babbling
Unitary Stage (From 7 to 18 months)
The characteristic of this stage is in the appearance of the need to respond to verbal signs with the reproduction of emitted sounds. by the baby intentionally to express needs and expressions are very short. They are already language units that can be called as "Syllable − Phrase" it contains one or two simple syllables that indicate that the child is communicating and developing the language.
Skills ❖ Listening: The child listens to everything around him such as sounds, noises, conversations, music, etc. The child can continue to maintain the activities of the previous months, make him listen to music, conversations and name the actions that a member of his family is doing. ❖ Speaking: The child begins to say his first short words.
The activity that parents can do is when the child says a short word or phrase when the parents say it correctly again and should motivate the child to pronounce the word or phrase again. It does not matter if the child does not do it well, what is really important is that the child practices so that the child
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improve his speaking skill. In addition, if progress is observed, the child can already answer with answers, cut off what his family asks him, endowing him with an object or making a gesture. For example: Mother: Do you want water? Child: Yes
Expansion Stage (From 2 to 4 years)
The child's language builds a collection or combination of one or more words or expressions that allows specific needs, desires, and feelings to be expressed, ranging from the general to the most precise. They have two addresses that must be taken into-account:
Expansion
Delimitation
The child expands his vocabulary with new
The child delimits where it is appropriate to
words he hears from the environment
say the new words he is learning.
around him.
2 to 3 years Skills â?– Speaking The child can answer questions and identify objects in the book, name familiar pictures. The activity is for parents to read a book and parents ask easy questions about the book (it may be their favorite book) and it is very important that the book has pictures so that the child can understand better. example: Mother: where is the dog? Child: there Mother: How does the dog Child: Woof, woof, woof.
â?– Listening The activity is that the child can listen to music that allows him to acquire vocabulary just as his parents write him a book (it may be his favorite book), this also helps him to have more vocabulary.
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3 to 4 years Skills ❖ Listening Parents have the child listen to the alphabet song. ❖ Reading The parents present the child with a sheet with the pronunciation of the alphabet and the parents read so that the child tries to imitate the sound ❖ Speaking Parents tell the child to try repeating the alphabet song. ❖ Writing Parents write the alphabet on a sheet and give the child a pencil to try to write the alphabet no matter how they write it.
The child improves with practice
Structural Awareness Stage (from 4 to 7 years)
The child has already acquired an extensive vocabulary that can be used to express this process of language learning, develops the ability to generalize, to find patterns and arrangements of words because the child is shaping everything learned, for example, the structure is the ability to synthesize, make sentences, is able to generalize, establish rules that allow him to communicate .
4 to 5 years Skills ❖ Listening
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The teacher's activity is to introduce the theme through a song about family members and the child listen to it ❖ Reading The teacher presents images that have the names of the family members written so that the child tries to read. ❖ Speaking The child can repeat the words when they listen to the song and name the members of their family ❖ Writing The child can begin to write some letters or symbols to present the name of a family member according to what they hear
5 to 6 years
Skills ❖ Listening Teachers present the numbers of the in a song and the child listens to it ❖ Writing The teacher can write the numbers on a sheet and give the child to try to write the number ❖ Speaking The child will try to say the numbers ❖ Reading The child will read the numbers that the teacher presents
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6 to 7 years
Skills ❖ Reading The teacher has the child read the story of the little red riding hood. The children are going to read the story ❖ Listening The teacher rereads the story of the little red riding hood. ❖ Speaking The child can now give their opinion on the story or ask questions ❖ Writing The child can write reading ideas and answer the teacher-provided worksheet where there will be vocabulary and questions about the story.
Automation Stage (From 7 to 10 years)
The child can now exchange words and phrases from one structure to another. It is the ideal period to learn language grammar. The grammar corresponds to the environment that surrounds it, such as home, friends, community, etc. In addition, the child makes personal use of idiolect language adapted to the context that the child is in.
7 to 8 years
Skills ❖ Listening The teacher reads the jungle book the child listens to the vocabulary of wild animals
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❖ Speaking The child will be able to have small conversations with his classmates about the book and describe wild animals. Using the vocabulary learned in school and the use of the verb to be ❖ Writing The hild can describe animals using the verb structure to be and the vocabulary ❖ Reading The child can re-read the story and underline the name of wild animals
8 to 9 years
Skills ❖ Listening The teacher presents an audio about hobbies and sports. The child already understands words or phrases. ❖ Speaking The child can now have conversations where they can ask and answer questions about sports, hobbies, where they can use the grammar of the present tense ❖ Writing The teacher designates the child to write sentences using taught grammar and vocabulary. This will allow the child to express the ideas he has. They can also complete the activities on the worksheets. ❖ Reading The child reads the text that allows him to understand the grammar and learn more vocabulary that he can use with his family, friends, etc.
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9 to 10 years Skills ❖ Listening The child listens to the audio that the teacher chose about the holidays and they can listen to vocabulary related to sports, places. ❖ Writing The child can write sentences about what they did on their past vacations and use the grammar of the past tense. ❖ Reading The child will read the sentences written by a classmate. ❖ Speaking The student will talk about what they did on their past vacation using the correct vocabulary and grammar.
Creative Stage (From 10 to 14-15 or the end of intellectual development)
At this stage, the child speaks, develops, and creates his own language (using metaphors and abstractions) while maintaining the line of conformity, using the recreations that are used in his environment due to the need to communicate with his environment that forces him to adapt.
It is much better than this new and appropriate language that occurs in an environment where there are other children because they share the same common needs or interests that allow interaction, but if it is done with adults, they must be patient and stimulate them.
10 to 11 years Skills ❖ Listening The child listens to an audio about the type of clothing where they will describe a man and a woman
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❖ Writing The child will take notes on the vocabulary of clothing to make a short paragraph to describe what kind of clothing they wear on Sunday. ❖ Reading The child will be able to read and observe the type of clothing that the teacher presents ❖ Speaking
The child will ask the teacher about the meaning of some types of clothing that they do not know.
11 to 12 years Skills ❖ Listening The child will listen to the audio stations of the year. ❖ Writing The child will describe each season of the year that they heard in the audio using the appropriate vocabulary and grammar. ❖ Speaking The child will tell the main characteristic of the seasons of the year and in which country they think it happens each season. ❖ Reading The teacher will present the seasons of the year on a sheet so that the child can understand better.
12 to 13 years
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Skills ❖ Listening Children will listen to an audio about the weather and its characteristics. ❖ Reading The teacher will present the respective vocabulary to each of the students and they will be able to read. ❖ Writing Students will describe the weather of yesterday, today, and tomorrow using the grammar of past, present, and future weather. ❖ Speaking Children will be weather reporters and describe the weather correctly using vocabulary and verb tenses.
13 - 15 years or the end of intellectual development
Its age range begins to vary and when it must end it depends on each one
Skills ❖ Listening Student will listen to an audio about how a child fulfilled his dreams and became a successful person. ❖ Reading The teacher will present the grammar of the future tense the will and the going to. Students will read the presented grammar. ❖ Writing Student will write an essay about what they want to be in the future, publicizing their goals and achievements that they want to achieve and how they will do it. Also, using the proper grammar.
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❖ Speaking Students will tell how they imagine in the future.
There should be no pressure, the child will develop normally and automatically when necessary. Although it is important for adults to watch children because they may have some disorder; for example: autism, language disorder, functional dyslexia or phonological disorder, etc.
Bibliography Alonso, A. (2017, March 21). Etapas del desarrollo del lenguaje. Retrieved July 13, 2020, from Psyciencia: https://www.psyciencia.com/etapas-desarrollo-del-lenguaje/ Avila, L. R. (2017, July 16). Estadios del desarrollo del lenguaje según brooks. Retrieved July 14, 2020, from Slide Share: https://es.slideshare.net/LESLIERUEDAAVILA/estadios-del-desarrollo-del-lenguajesegn-brooks CADIP. (2019, April 4). Etapas evolutivas del lenguaje. Retrieved July 15, 2020, from Centro de Capacitación, Atención, Desarrollo e Innovación Profesional S.C: https://www.ccadip.com/post/etapas-evolutivas-del-lenguaje Gross, R. (2005). Psychology: The Science of Mind and Behaviour (5th ed.). Hodder Arnold Publication. Leyton, E. (18 de May de 2019). Teoría de Brooks. Recuperado el 14 de July de 2020, de Prezi: https://prezi.com/p/q_6g8olrjjkb/teoria-de-brooks/ Sabrina. (2012, May 22). Etapas evolutivas del lenguaje. Retrieved July 14, 2020, from Slide Share: https://es.slideshare.net/sdevia/etapas-evolutivas-del-lenguaje
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