LANGUAGE DEVELOPMENT STAGES
By Rodrigo Recalde
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL
E-BOOK LANGUAGE DEVELOPMENT STAGES PSYCHOLINGUISTICS LEVEL 5 FITH A
MARLON RODRIGO RECALDE JUMBO
MAYO – AGOSTO
AMBATO – ECUADOR
2020
CONTENT
Introduction.….……………………………………………………….4 Stage 1: The prelinguistic...……………………………………………5 Stage 2: The holophrase or one Word sentence………………………..6 Stage 3: The two-word sentence...……………………………………..7 Stage 4: Multiple-word sentences……………………………………...8 Stage 5: More complex grammatical structures……………………….9 Stage 6: Adult-like language structures...…………………………….10 Bibliographic...……………………………………………………….11 j
INTRODUCTION
It is a development area that follows a parallel course with other areas of development of the person and is connected.
Most parents can hardly wait for their baby to say its first word. This usually happens between nine months and a year. From about two years, the child should be able to use simple phrases, and by three he should be able to use full sentences. By four, he should be fully able to talk, although he may still make grammatical errors. By five, he should have acquired basic language.
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The prelinguistic stage During the first year of life the child is in a prespeech stage. The child develops aspects such as: - Gestures - Eye contact - Sound repartee between infant and caregiver - Cooing - Babbling - Crying
AGE: 3-12 MOTHS
Babbling is an important developmental stage during the first year Example: child can say “dadada”, “mamamama”, “waaah”.
Activity Talking with your child”. - The parents are the first teacher for child. The parents are going to talk with the child, when they finish talking give your child a turn and wait for them to respond. The child star “babbling” copy the babbling of your child.
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The holophrase or one Word sentence
The child tends to utter a single word at a time, its meaning is also supplemented by context in which it takes place, as well as by nonverbal cues
12-18 moths Example: - “Dada”, which could mean “Daddy, please come to me” - Child can understand the word `No’, although they won’t always obey. “Give me my bottle immediately
Activity Start with pictures -
- The parents present some pictures for the child. - Make pictures with the words that the child can say for example “Daddy” with a image of her father. - The parents going to show the picture and say the word and the child will try repeat the word.
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The two-word sentence
His or her “sentences” now usually comprise a noun or a verb plus a modifier. They can create declarative, negative, imperative or interrogative sentences.
18 moths Examples: - “Doggy big” (declarative) - Where ball” (interrogative) - “Not egg” (negative) - “More sugaar” (imperative)
Activity Toys play -
- Teacher can give to the child toys that the child can interact with the toys. - After that, the teacher asks to the child “Where ball?”, and the child going to show the ball to the teacher. - Teacher need to do the same question with more toys.
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Multiple-word sentences
Grammatical morphemes in the form of prefixes or suffices are used when changing meaning or tenses.
TWO AND AND HALF YEAR
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“Doggy is big” “Where is ball” “I want more sugar” “ I falling”
Activity Adjectives -
Teacher create images with the different adjectives, for example: Big apple, small doggy. According to the pictures the child is going to try to say what the image is about.
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More complex gramatical structures
They use more intricate and complex grammatical structures, elements are added, embedded and permuted within sentences and prepositions are used.
2-3 years - “Read it, my book” (conjuction) - “Where is Daddy” (embedding) - “I can’t play” (permutation)
Activity Understand Instruction - Teacher create a wonderful box where the child is going to follow the instructions that teacher say. - For example: Teacher say: “Pick up your toys and put them in the box” - While the child takes their toys to the box, teacher tell the exact the name of the toys.
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Adult-like language structures
Complex structural distinctions can now be made, such as by using the concepts “ask/tell” and “promise” and changing the word order in the sentences accordingly.
5-8 years
- “Ask her what time it is” - “He promised to help her”
Activity Play with a song - Teacher choose a song for children, for example: greetings songs. - Then, teacher is going to present the video and the children try to sing the song. - Second, teacher stop the video and teacher review the phrases with children for example “Hello! Hello! How are you? and children try to memorize and pronounce.
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Bibliographic: -
Plessis, S. (2020, May 21). Six Stages of Language Development. Edublox Online Tutor | Development, Reading, Writing, and Math Solutions. https://www.edubloxtutor.com/languagedevelopment/
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Language development in children: 0-8 years. (2020, May 25). Raising Children Network. https://raisingchildren.net.au/babies/development/language-development/language-development-0-8
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Admin, K. S. W. (2016, November 26). Stages of Language Development Chart. Kid Sense Child Development. https://childdevelopment.com.au/resources/child-development-charts/stages-oflanguage-development-chart/
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