Stages Of Speech Development In Children Pre-linguistic speech (pre-conversation) Crying Cooing & Babbling Body Gestures Facial expressions Linguistic speech (conversation)

Pre-linguistic speech (pre-conversation) Baby’s ability to understand and convey a message, thou’ he/she is not able to talk yet Crying Cooing & Babbling (around 2 mth – babies make vowel-like noises called cooing) Cooing ”Ooh, aah, goo, a goo” (about 4 ths  consonants combine with vowels  babies began babbling) Babbling  “ ma, ba, ga, da ,pa pa pa” Becoming a communicator (4 mths) Infant & adult follow each other’s gaze This will speed up language development Simple infant game  pat-a- cake/ peekaboo  demonstrate conventional turn taking. At the end of the first year  infants use preverbal gestures to influence the behavior of others. Body Gestures Protodeclarative action Protoimperative action Facial expressions  convey message of emotions

Early Language development First word: Children first words usually refer to important people, objects that move, familiar actions or outcomes of familiar actions. Emotions also influence early word learning. Two-word Utterance phase Young toddlers add words to their vocabularies slowly (1-3 words a month) But between the age of 18-24 mth  a spurt of vocabularies occurs10-20 new words a week. Telegraphic speech occurs  where in the 2 words utterance phase toddlers will leave out smaller and less important words. Many word combination do not follow adult grammatical rules.

Components of Speech/Language Development Basically children (human) need to learn four component of language: Phonology sound system of language Semantics the meaning conveyed by words and sentences Syntax The set of grammatical rules indicating how words may be combined to make sentences Pragmatics The principle that determine how language are used pragmatically - according to situations & modified to fit the context (e.g: we speak in a simpler manner to a child than to an adult)

Phonological development Understanding & pronouncing words Vocabulary Fast mappingabsorb the meaning of a new word after hearing it only once or twice in conversation The use of metaphor, a figure of speech in which a word or phrase that usually designates one thing is applied to another, becomes increasingly common A child learn to pronounce  through imitation (repetitive) Eg. TV (ivi), Susu (cu), Minum (num), tumpah (pah) A deaf child  normally have problem in speaking

Semantic development A child learn the meaning of words  then combine the words A child will then try to relate the meaning of certain words with it’s sound. Addition to his/her vocabulary.

Syntax/Grammar development Children learn about grammar  add words to make simple sentences. 2 phase: The development of simple sentences from basic words. The development of complex sentences Children start asking questions  thinking & understanding process is very rapid. Intelligent children  use complex and sophisticated sentences/words As age increases  familiarity with words and sentences increases  able to use, different form of sentences.

Pragmatic development Children learn about the aim and how certain words and sentences are being used in a conversation  use language efficiently in social context. Pragmatics  the practical knowledge of how to use language to communicate. Social speech Speech intended to be understood by a listener Private Speech Talking aloud to oneself with no intent to communicate with others Normal and common in childhood 3 types of pragmatic ability Speech register Turnabout Shading.

Specific Aspects Of Parent Care Giving Associated With Language Development: Shared attention during an activity or experience Responsiveness to a child’s communication attempt that is related to the topic and content Verbalizing social routines Providing language models

Parent s’ influence on Language Development Language stimulation techniques does not involves flash cards, videos or any form of training device. The most effective method to stimulate language is through loving, responsive and consistent interactions with a child and the people who love him. The most intensive period for speech and language development for humans is during the first 3 years of life, when the brain is developing and maturing. During this time, parents and caregivers are engaging in a variety of forms of communication with the child, i.e. They respond when the infant cries; they provide the sounds and words that become the building blocks for language. By six months of age, most children will recognize the basic sounds of their native language. By the end of their first year, most children understand and can speak several words.

Language Development Influences on Language Development Babies learn by listening to what adults say  parents with lower incomes, educational and occupational levels tend to spend less time talking with their children in positive ways Child-directed speech  speak slowly in a high-pitched voice with exaggerated ups and downs, simple speech, exaggerate vowel sounds, use short words and sentences

Language Development Preparing For Literacy: The Benefits of Reading Aloud Opportunities for emotional intimacy and parent- child communication Children who are read to oftenbetter language skills at ages 2½, 4½, and 5 and better reading comprehension at age 7

Language Development in Middle childhood Vocabulary, Grammar, and Syntax As vocabulary grows during the school years, children use increasingly precise verbs to describe an action, i.e. hitting, slapping Pragmatics: Knowledge about Communication Practical use of language to communicate including conversational and narrative skills

Language Development Theory Behaviorism Social Cognitive Theory -Albert Bandura Nativism/ Linguistics Language Acquisition Device (LAD) Noam Chomsky The Interactionist Theory (compromise between the behaviorist and Nativist approaches) Cognitive Theory - Jean Piaget The Information Processing Theory Social Interaction Theory

Behaviorism Theory of Language Development Behaviorists believe language is something that can be observed and measured. The need to use language is stimulated and language is uttered in response to stimuli. Social cognitive theory Emphasize that behavior, environment and cognition as the key factors in language development Language is learned and is influenced strongly by environmental experiences  through observational learning/modelling In the classroom, teachers model the type of work they want their children to produce  from this children learn what to do and how to do it.

Behaviorism Theory of Language Development Under behaviorism, children first imitate what adults say. This mimicry is either positively or negatively reinforced with social conditioning. If the children speak correctly, they are praised. If they demand food, they are fed. Thus they are conditioned to retain their successful utterances and discard the unsuccessful.

Nativism/ Language Acquisition Device According to Chomsky Humans are biologically pre wired to learn language at a certain time and in a certain way. Human brain are pre-programmed  every normal person are able to talk and understand language. All children are born with ‘a language acquisition device (LAD), a biological endowment that enables the child to detect certain language categories, such as phonology, syntax and semantics’ LAD depend on cells in the brain (cerebrum cortex) Through LAD children can analyzed language that they hear and able to construct a proper grammar. Supporters of the LAD say that all children will learn some form of language by a certain age despite how much language input they have received.

The Interactionist Theory Cognitive Theory Piaget proposed that language is made up of symbols and structures  develops as a child’s mental abilities mature. In addition, language is only one of many human mental or cognitive activities. Proving this theory is troublesome, however. The Information Processing Theory Take its cue from computers, where bits of information are processed into language  i.e. many connections are necessary to build language, and language results from the development of patterns and the ability to predict. But this theory has been criticized for not considering the impact of social interactions. Social Interaction Theory. Language has structure and environment plays an important role in shaping that structure. Social Interaction Theory goes beyond verbal utterances, i.e. language also includes the non-verbal actions that exhibit an understanding of meaning. Such non-verbal social behaviors often have the same effect as words to accomplish the ends that verbal language does. E.g. As many mothers know, a look or tone of voice can extract a reaction that is the same as when language alone is used.

SCL Discuss the following language development component in children, i.e. : How does phonology developed in children? How does Semantic developed in children? How does Syntax developed in children? How does Pragmatics developed in children? Discuss the differences of language development Theories Behaviorism Nativism/ Linguistics The Interactionist Theory