What: I read about language development from birth through preschool years.
Birth to 6 months: Early communicative interaction is that babies are constantly interacting even inside of the womb. Vocalizations are apart of this early communication. First sounds that infants produce are reflexive-burps, gurgles, and sounds that respond to their physical states. These sounds help parents to decide what the infant needs. Once the infant gets older their sounds move to cooing and babbling. Parents play an essential role in communicating with their baby. They alter their communication to the needs of the baby. They use shorts words and pronounciate more.
6 months to 12 months: Prelocutionary communication is when the parents interpret everything the baby says and does. Illocutionary stage of communication is when the child uses intentional communication. Joint attention is when the child shows interest in certain objects and are making more meaningful movements and actions. Protodeclaritive is when the child uses objects to get the attention of the adult. Protoimperative is when the child uses vocalizations to get the adult to get what he or she wants. At this stage the baby's receptive language is far more advanced than their expressive language.
Emergence of Expressive Language: When the child is finally starting to say words that the parents can understand. Stage 1: (0-8 weeks) baby cries and makes piercing noises to get attention or they are quiet and calm. Stage 2: (8-20 weeks) baby gets control over their crying and experiences different cries. Usually by end the baby is making cooing sounds. Stage 3: (16- 30 weeks) Baby recieves even more control over their vocal mechanisms and by the end of this stage they start to bable. Stage 4: (25-30 weeks) Baby babbles all the time, produce ba, na sounds. constant combinations are being formed. Stage 5: (9-18 months) Marks the transition to true language production, jargon emerges similar to adult language.
Mean Length of Utterance: measure of syntactic development that is calculated by counting the total number of morphemes in a language sample and dividing it by the number of utterances in the sample.
Stage 1: (MLU= 1.0-2.0; age 12-26 months) emergence of true words, midlevel of nouns (dog) and action words (hi, bye) and modifiers (hot,cold), by the end of this stage child is usually using multiword utterances.Stage 2: (MLU=2.0-2.5; age 27-30 months) in this stage the baby has an emergence of grammatical morphemes (prefixes, suffixes, and prepositions) by adding these grammatical morphemes they are learning to add meaning to their language. Stage 3: (MLU = 2.5-3.0; age 31-34 months) in this stage the child learns sentence types like negation, the imperative, questions, and elaborations of basic sentences, more adult like ways of saying no, questions- daddy? Stage 4: (MLU=3.0-3.75; age35-40 months) here the child develops complex sentence types, two or more clauses are put together, links ideas with words,. Stage 5: (MLU=3.75-4.5; age 41-46 months) now the child continues to ass grammatical morphemes, use more adjectives, adverbs, and questions.
Learning to Mean: The Development of Semantics: Semantic-feature hypothesis is that children develop meaning by adding features to their understanding of a certain concept. Functional-core hypothesis is when children learn about meaning by interacting with things. Prototype hypothesis is when a child learns word meaning by developing a cognitive model based on both perceptual and functional characteristics. Fast mapping is when a child can make a connection between a concept and a word, with only a tiny exposure to the word.
Learning to Converse: The Development of Pragmatics: Children engage in conversation as they grow up and as they grow up the conversation last longer and longer. They learn to ask for clarification during a conversation and they also start to understand politeness (rules). This can occur while a child is in preschool and conversing with their peers and teachers.
Language Development and Emergent Literacy: Studies have shown that reading and writing skills are developed way before the child has any formal instruction on them. Emergent Literacy: theory that reading and writing development develops continuously from early childhood experiences. Also meaning that language and literacy develop at the same time. A child's environment and family play a role in the child's reading and writing future success.
Why: I am doing this reading so that I can learn about language communication and in the future help my students that are in Special Education. I also read this because I was intrigued about learning about the mean length of utterance for our upcoming LAIP 1 project. Reading about MLU in the book helped me connect to what I am going to be doing for the project.
Reaction: My response to this chapter is that there was a lot of information to know about language and communication. I felt overwhelmed while reading this because I am nervous about mastering all of this information for when I am become a teacher.
Learned: From this reading I learned so much information about language and communication. I learned a lot about prelinguistic development from birth until 12 months. I learned how language development starts at birth and continues throughout your preschool years. Also that when you are a baby you communicating early with your parents about your wants and needs.
Goal Setting: After reading this chapter I am going to study the different stages of language development. By doing this I can hopefully help my future students develop their own language. I also am very intrigued in learning more about how young children communicate with their parents and other babies, I can research other articles on this topic.
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