Presentation

Title
 Language Development
Presented by
FAZAL RABI
Assigned by
MA’AM SANA
 Phonological Development
Definition
The part of language that involves developing speech sounds including
pronunciation, fluency, and intonation.
There are approximately 44 speech sounds in English. Speech sounds
used combination with other speech sounds produce an oral language.
Phonological development refers to forming and using speech sounds
to clearly communicate language. As more sounds of a language are
acquired, language becomes clearer, and pronunciation, fluency, and
intonation all improve.
Intonation involves pitch – how high or low a voice is when producing a
sound;
stress – how low or soft a word is spoken;
juncture – the pauses or connections between words, phrases, and
sentences.
Articulators must be used simultaneously to communicate effectively
and include the front and back of the tongue, teeth, lips, roof of the
mouth, vocal cords, and lungs.
 Lexical development
• Lexical development is the study of changes
that occur in vocabulary knowledge over
childhood. It concerns children's first steps in
building a vocabulary, how children of
different ages assign meanings to words, and
how these meanings change in response to
various experiences.
 Syntactic Development in Children
• Syntax refers to the rules used to combine words to
make sentences; syntactic development is the way
children learn these rules. Syntactic development is
measured using MLU, or mean length of utterance,
which is basically the average length of a child’s
sentence; this increases as a child gets older.
babies learn how to speak at different rates, almost all
little ones learn how to form words and sentences in a
similar order, beginning with single syllables and
graduating to more complex ideas like tense. In just a few
short years, a child goes from no language at all to
forming cohesive sentences following grammatical rules.
This process is called syntactic development.
 Stage I
• Between the ages of 12 and 18 months, babies usually begin to use words to
communicate, beginning with one-word utterances, such as “more,” “go” or “dog.”
Within a few months of uttering their first words, they move into Stage I of
syntactic development, two word combinations.

• Stage II

• As children move through the five stages of syntactic development, their

sentences grow in length. According to speech language pathologist Caroline
Bowen, kids begin to learn grammatical elements in Stage II, usually between 28
and 36 months.
 Stage III
• Bowen writes that Stage III includes the acquisition of irregular past tense words,
such as “fell,” followed by adding "s" to possessives, then proper use of “to be”
verbs, such as “are” vs. “is.” This stage usually occurs between 36 and 42 months.
• Stage IV
Stage IV, which comes between 40 and 46 months, includes understanding of articles,
the regular past tense (adding -ed), and third person regular present tense, such as
“He laughs.” Toddlers usually apply general rules to all words before learning
irregularities. For example, a toddler will often say “goed” or “foots” before he says,
“went” or “feet.” But this shows understanding of the rules; it's another automatically
learned phenomenon.
• Stage V
• From 42 months on, children reach Stage V, which includes using contractions,
such as “I’m” and “you’re.” They use third person irregular present tense, such as
“she has,” and more complicated uses of “to be” verbs, such as combining them
with other verbs and forming contractions with them. According to Bowen, kids
have usually mastered all of these stages by 52 months and should be able to form
four to five word sentences around age 4
 CHILD’S SEMANTIC DEVELOPMENT
• Semantics is the study of meaning in language. The term is taken from the Greek seme,
meaning sign. "the function of signs in language. 'the meaning of a word is its use in the language'
(in other words, the role a word plays in the language).
• 1. CHILD’S SEMANTIC DEVELOPMENT
• 2. Semantic development: gradual acquisition of words and the meanings they carry -First words are
usually produced at around the first year of birth. -It is a slow but a gradual process in which a child,
perhaps, learns a couple of words a week. Some social words like bye-bye, hello, etc., object words, and
command words are initially learnt. Words learning speeds up dramatically after several months when first
words are produced. This usually emerges when child’s vocabulary is about 50-100 words. This is called
‘vocabulary burst’…
• 3. A sudden and rapid increase of word gaining in young child -It is estimated that the average five year
old child gains about 6000 words, because: -a child is estimated to know 100 words at the age of 18
months, which is equal to 5900 words over the next 3.5 years, about 5 words a day A child has that insight
that everything has a name and there is a name for everything.
• 4. Fast mapping is one way children learn what a particular word means. When they hear a word for the
first time, kids can often figure out what it means. This instinctive method of learning uses information
the child already knows to help him or her place the word in the right context. Often, the kids narrow
down the meaning by excluding possibilities that already have words attached to them and apply the
unknown word to the object or action that does not already have a name. First described in 1978 by
Carey and Bartlett, fast mapping is usually applied to children. Kids do not learn their mother tongue
through active teaching but rather through picking up words and their meanings through everyday life. For
instance, the concept of a black cat is understood by children who identify the word cat as a particular sort
of animal and also as a particular inanimate representation of that animal in a book or as a toy. The
concept of black enters their minds as a color that can apply to many objects because they hear it used in
this context.
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