LANGUAGE DEVELOPMENT

Language is a form of communication-whether spoken, written, or signed that is based on a system of

symbols. Language consists of the words used by a community and the rules for varying and
combining them.

Language consists of several subsystems that have to do with sound, meaning, overall structure, and
everyday use. Language development entails mastering each of these aspects and combining them into
a flexible communication system.

The first component, phonology, refers to the rules governing the structure and sequence of speech
sounds.

Semantics, the second component, involves vocabulary-the way underlying concepts are expressed in
words and word combinations.

Grammar, the third component of language, consists of two main parts: syntax, the rules by which
words are arranged into sentences, and morphology, the use of grammatical markers indicating
number, tense,case, person, gender, active or passive voice, and other meanings (the endings -s and
-ed are examples in English).

Finally, pragmatics refers to the rules for engaging in appropriate and effective communication.

*Phoneme - Basic sound unit of a given language. Different languages have different set of
Phonemes.
Eg : ‘ah’ ‘eh’ (p,b,k,l)
Morpheme - Smallest meaningful unit of language in word ,that convey meaning.
Eg : Happy,unhappy, unbreakable .

Syntax - System of rules for the structure of a sentence in a language .

The rules by which words are arranged in to sentences.
Eg: subject +verb+object

Semantic - When all the words in a sentence have a meaning.

Eg : dog is a loyal animal .

syllable - is a unit of speech that is made up of a vowel sound, with or without one or more consonant
sounds before or after it.

PRE-LINGUISTIC DEVELOPMENT

From the very beginning, infants are prepared to acquire language. During the first year, sensitivity to
language, cognitive and social skills, and environmental supports pave the way for the onset of verbal
communication.
 The pre-linguistic phase is the time period child6say their first meaningful words which lasts
from approximately 0-13 months. During this phase,infants will bring attention to objects
non-verbally by pointing and touching. According, infants communicate by crying ,cooing
and bubbling. Before infants learn spoken language, they can respond to sound and speech.
● 0-2 months old - usually make reflexive crying and vegetative sounds to communicate.

Crying is the first way through which infant is able to communicate with world.
Burping, sneezes and coughing sounds reflecting their physical state.
● 3 month - cooing and laughter ,child produce vowel letters in this process (often “oo”) in
response to caregiver.
Express happiness through cooing(coo in a pleasant way).

Phonological development

6 months - vocal play, Babbling.

Child starts mixing consonants with vowels.
Eg: Ma-ma , Da-da, Boo boo,Am am

Semantic development

● One word stage/Holophrastic Stage (10 -18 months)

The holophrastic stage is a period in a child's language development when they begin to speak in
single words, or holophrases, to communicate basic needs.
● Speak one word at a time when speaking.
● Complex ideas are sometimes expressed with single word,accompanied by gestures.
Eg : Child says “milk” ,means more like ;I want milk, I spilled milk, milk bottle.

Grammatic development -Preschool years

● State words
Children start using two word sentences more than just using single word for everything.
Eg: Says “want milk” in place of “milk”.
My toy,my mummy purse.

This is the last stage of language before child can speak fluently.
● First word combinations 1.5 &2.5 years, As productive vocabulary reaches 200-250 words.
24 months - use and understand simple phrases (understand directions).

Development of Complex Grammatical forms :-

● Talks in sentences, from simple sentencecomplgrammar.
Sub+Verb+object word order clearly followed.Add Grammatical morphemes .
Eg : he is eating, John's dog.

One Children master the auxiliary verb to be,the door is open to a variety of new expressions.
Eg: negatives and questions.
Negatives : 3 type of negation appear in the following order in 2.5 - 3 years old.
 a) Non existence - in which the child remarks on the absence of something (no cookie,- all gone
crackers).
b) Rejection - in which the child expresses opposition to something (no take bath).
c) Denial - in which the child denies the truthfulness of something (that Is not my kitty).

● Around 3-3.5 years, as children add auxiliary verbs and become sensitive to the way they
combine with negatives, correct negative forms appear.
Eg: There aren't any more cookies (non existence).
I don't want a bath (rejection).

Questions : Like negatives, questions first appear during the early preschool years and develop in an
orderly sequence.
Yes/No questions, what, where…

Pragmatic Development

Besides mastering phonology, vocabulary, and grammar, children must learn to use language
effectively in social contexts-by taking turns, staying on the same topic, stating their messages clearly,
and conforming to cultural rules for interaction.

Like narrative, make-believe play requires children to organize events around a plot, constructing a
connected, meaningful story line. Pretend- play and narrative competence support each other.

When 4-year-olds created narratives in a make-believe context (-Tell me a story using these toys),
they generated more complex, coherent stories than age mates who were directly prompted. And in a
school program, 5- to 7-year-olds who participated in 14 weeks of joint adult- child dramatization of a
work of children's literature showed greater gains in narrative development than age mates who
merely listened to an adult read the story over 14 sessions, with no playacting. Because children pick
up the narrative styles of parents and other significant adults in their lives, their narrative forms vary
widely across cultures.

The ability to generate clear oral narratives contributes to literacy development, enhancing reading
comprehension and preparing children for producing longer, more explicit written narratives.

In families who regularly eat meals together, children are advanced in language and literacy
development, perhaps because mealtimes offer many opportunities to listen to and relate personal
stories.
● 4 years - use conjunctions and understand prepositions.
Make-believe play : tell me a story using these toys(narratives). It helps to develop language and
imaginative play.

● 5 years -Speaks without infantile articulation.

Sociolinguistic Understanding : understand each stereotypic features.
Eg : teacher, doctor, student , patient,father,mother.