Pre-Linguistic Development Essay

As linguistic culture designates the map when electric razorren are open to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage in the beginning the kidskin is open to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. Pre-linguistic development, thitherfore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. quaternion stages can be identified * Vegetative profounds (0-2 months) the natural sounds that babies constrain, e.g. crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months) these vocalizations ordinarily occur when the baby is comfor board and content. They are typically made up of vowels and consonants.* Vocal play (4-8 months) the infant engages in overnight and more than day-and-night streams of either vowel or consonant sounds. * Babbling (6-13 months) at to the lowest degree dickens sub-stages are identified reduplicated babbling, in which the squirt enhances a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e.g. wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo).See public lecture growth Up to this stage of development oftentimes of what the nipper produces is touchablely no more than a sort of verbal play. The infant is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual prominent speech. So, young children make various sounds and another(prenominal)s then offer importee to these.So, for example, a child whitethorn reach for an object whilst at the same time saying m. An giving may sympathize this as the child wanting help to get the object. The child, having realized that this junto of physical apparent movement (reaching) and articulating m prompts an self-aggrandising to pass the desired object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be subprogramd to control his or her environment. These changes source well-nigh because the childs ability to focus their attention on their caregiver and on objects becomes more refined as they mature.For example, from 0-2 months there is share attentiveness in which only the baby and caregiver form burst of any interactive event all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is purposeually able to differentiate their consume self from the caregiver and focus attention on each other and on the message of the communicative event. Then, from about 6-15 months there is a call down such that the child is now able to focus attention on objects (e. g. cups, toys, books) and beneathstand that the communicative event is f ocused on these.This is sometimes called enunciate object involvement. It is, however, the emergence of lyric from about 12 months onwards that signals the outpouring of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the nonpareil interchange coiffe. It is at this stage that we can properly talk about a childs have a bun in the ovenive language, i. e. the linguistic communication used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the childs understanding or receptive language. The two are, of course, closely related.However, a child will typically understand much more than he or she can actually express and a childs communicative language, therefore, lags behind its comprehension by a few months. earlier One discourse submit (12-19 months) Before the emergence of the first giving delivery the child will use spe cific sound combinations in particular situations. The sound combinations are not conventional adult address but they appear to be being used consistently to express meaning. For example, if the child says mu every time he or she is offered a bottleful of milk then this may be considered to be a real word.Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not even off an exact adult word, it would still be considered an early word. These early words are called protowords. The child will similarly be using gesture in concert with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular word. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words.A mix of wholeness words are used to express his or her feelings, needs, wants, and so on. Th is is the stage at which, amongst other things, the child begins to happen upon and label the objects and populate around them. Examples include common nouns such as cup tail hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may as well as use a few social words such as no bye-bye please The child will not withal have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them.However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the overthrow of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a vicissitude of meaning. The next stage in the childs developme nt of expressive language is that he or she begins to combine two words together into simplephrases.Two Word Stage (20-30 months) It is at this stage that the child begins to produce two-word combinations similar to the following. tonic car shoe on where Katie Note that a variety of different word sort outes may be combined * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions one noun (shoe) plus a preposition (on). * Also, where Katie uses a alleged(prenominal) interrogative pronoun (where) together with a proper noun (Katie).In fact, a lavishly percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months).As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as quaternary words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss milliampere you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is self-contradictory but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the bird he throw an orange.In addition, it is common for the prepositions in and on to be inco rporated between two nouns or pronouns, e. g. mummy on draw back you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of business between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball interlacing Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length.It is at this stage that the concept of past and future time develops and this is expressed linguistically in a childs utterances, e. g. we all went to see Ryan yesterday past time Daddy is waiver to get a shoe future time Robert stopped and kicked a good terminal past time Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. cant rather than can not, didnt rather than did not, wont rather than will not, and so on.Example utterances include the following. Helen cant go to granddads house Connor didnt stop crying he wont eat up all his dinner for mummy There is a lot of controversy about just when the convoluted Utterance Stage is completed. Some researchers claim that at five days of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the march on acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still growth adult sentence structure.As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a replicate development of comprehension, or receptive language. So, for exa mple, at the Early One Word Stage the child is capable of understanding a few single words speak by others as well as oral presentation a few words. Similarly, at the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves.In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a childs level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The intent to which the development of receptive language precedes expressive language is highly varying and it is not possible to define any precise norms.The following table summarizes the stages of early development of expressive language. Precursors to Language (Pre-linguistic) 0-2 months 2-5 months 4-8 months 6-13 mo nths reflexive crying and vegetive sounds cooing and laughter vocal play babbling reduplicated non-reduplicated (Symbolic) Language 12-19 months 14-24 months 20-30 months 28-42 months 34-48 months 48-60 months Early One Word Stage(protowords) Later One Word Stage Two Word Stage Three Word Stage Four Word Stage Complex Utterance Stage Table 1. Early Development of communicative Language.