0-3 Months Essay

The first two years of a child’s life is filled with adventure and learning. Throughout this time period they will learn to sit up, crawl, walk, talk, amongst many more things. Their psychological development and interactions with their social environment change along with their forms of communication as they mature and learn; all of which can be seen and explained in Erikson’s stages of development and child-directed speech.

Children aged five being to recall parts of story and retell stories. They develop phonological awareness skills and begin to rhyme words with the same sound or blend sounds together (“Raising Children”, 2016). Also, awareness of letters and their corresponding sounds increases which further develops their reading and spelling abilities. Their syntax begins to increase and they being to use word endings such as “ing”, “ed”. Throughout preschool years, their vocabulary increases and they begin to use future tense and define common items by use (Berk, 2013). They also use increasingly descriptive language for conveying information, asking questions or giving

With over two hundred sounds used throughout the world, English utilizes over forty different sounds. We use these speech sounds to create a form of understand and communication. Vowels and consonants are the classifications of speech sounds while also being able to change the manner and place of articulation to produce different speech sounds. Here is where phonemes which are the smallest sound unit come into understanding and will be incorporated in detail when making connections. Based on the information we have discussed on phonology, it was detailed that preschool children aged three to four are sensitive to some phonological

Cognitive development in middle childhood occurs, for example, when a child has mastered the basic grammar and pronunciation of

Children learn from synthetic phonics as they understand how a letter is pronounced such as when reading a story you could explain to the children aaaa – so they know how to say the letter a children also benefit from

One of the beliefs that a college student stated was that children’s syntactic development is complete by middle childhood. Although 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. In just a few short years, a child goes from no language at all to forming cohesive sentences following grammatical rules. According to Roger Brown there are five stages of syntactic development a child goes through. The child has usually mastered all five stages by the age of four.

With each growing year a child’s vocabulary increases. By the time children are six years old, they have become proficient at the knowledge of basic grammar and vocabulary of their main language. By this age group, children are speaking parts of speech such as nouns, verbs, and adjectives. They are capable of learning up to twenty words a day and they become more flexible and logical. Children can comprehend prefixes, suffixes, metaphors, and other figures of speech. Because children can now understand and use metaphors, it becomes easier for them to reveal and express their emotions. The best way for children to learn most of their vocabulary is through their family and friends. Middle age children tend to learn best when in an environment with their friends and family not in a class.

The ability for an infant to develop speech is dependent upon the ability of the child to distinguish rhythms of sounds and tones. The infant must break down the phrases of speech that at first sound like pieces of music with varying tones and cadences into distinct words which are linked to meaning. Infants begin breaking down language before they are one year old (Swingley, 2000). The ability to distinguish different sounds from each other, identifying the configuration of words, and recognize that some sounds are similar while other sounds are different is called phonological awareness. This awareness begins in infancy and can be measured as early as age 2. The definition of phonological

Morphological development is one of the best ways as to how children gain, and become knowledgeable. Morphemes assist in helping, and guiding children with learning how to read, and how to spell. Morphemes are the building blocks that children need in order to succeed, fully grasp, and master language. For a couple of weeks now we have taken apart child’s X language sample, and have studied her usage on pragmatics, now we will be taking a closer look at her morpheme, and syntax. The first step in analyzing Child X’s usage on morphemes was to collect data from her two videos that would allow us to gain further knowledge. In her first video, child X had an MLU score of 2.3 resulting in stage III according to Brown’s stages of development. The second video of child X had an MLU score of 4.26 resulting in stage V. In both of these two video’s child X used a couple of Brown’s 14 morphemes. In video one, child x used three out of the fourteen that Brown has listed, child X used prepositions, plural, and lastly uncontractible auxiliary. Prepositions were said in utterances 3, 20, 27, 35, 38, and 44, in these utterances child X says for example “I want to see” or “I need to open it” (Gomez Transcript 1 Video 1). Child X used plural words in utterances 1, 2, 7, 8, 15, and 19 were she says “That’s my lunch” (Gomez Transcript 1). Lastly child X used a uncontractible auxiliary, child X says these in utterances 37, 45, 46 and 48 where she says “It’s so squishy!” (Gomez Transcript 1 Video

Children learn their phonological system of native language even since as young infant. They first year of an infant’s life which is before they can utter their first word are known as prelinguistic stage. Children do not utter their first word until they are about one

Grammar development is the last of the development stages and poses little problem for humans to development. Every language has grammar, a set of rules dictating how words can be used in a sentences. A child must understand these rules as well and know how to say the words correctly. When children get to the age of two, they talk in two word sentences and use a pattern out textbook calls a telegraphic speech. Children?s grasp of grammar continues to increase as they move to longer sentences. When the children get older they add inflection words to their vocabulary. In the English language this includes the letter ?s? to indicate more than one object and endings that change the tense of a verb. From this, children increase their language and start to link two or more ideas in the phrase. They also generally learn to understand, and use sentences in which ideas are implied or understood rather than directly said.

Studies of language acquisition have shown that children take an active part in the process, constructing and refining grammatical rules for themselves as they mature. No one teaches them these rules; in fact, the majority of parents/carers are not aware of the rules themselves and would be hard pressed to explain them. Yet as the child grows they learn to use pronouns, verbs, adjectives and to form complex sentences in order to communicate with others and manipulate the world around them.

The tendency to use actual literacy will increase as toddlers grow, but some are left to have a decrease or plain, which produces the lack of communication or vocal

They begin reading with greater speed, fluency, and can read silently. They can write extended texts and can begin revising and editing. Most students in this stage use but confuse long-vowel markers for some irregular long vowel words (e.g., fite for fight), low frequency long-vowel words phonetically (e.g., mite for might) and common inflectional endings (e.g., -ing, ed). Consonant doubling (e.g., runing for running), vowels in unaccented syllables (e.g., tabl for table) and dropping silent e (e.g., amazeing for amazing) are absent.

Every language has a principle to combine sounds segments to carry out meaningful words. Children adopt sound rules through listening then attempting and making errors. Afterwards, they are able to build up a linguistic competence through recognizing and producing meaningful sounds (Ahmad, 2011).