Language Acquisition

• Babbling
• Holophrastic
• 2 word
• Telelgraphic
• Post telegraphic

When babies expand the number of phonemes they use.

Reducing phonemes to those used in native language.

A word that has a shared meaning between child & carer & is used consistently but is not a real word e.g. ish for dog

When a child drops a consonant.

When a child replaces 1 consonant with 1 that is easier to say e.g. tup rather than cup

Where there are consonant clusters a child may drop one e.g. geen for green

Berko & Brown (1960) A child says fis for fish but when carer says fis they know it's wrong. Children understand more phonemes than they can produce.

When a vowel is added to the end of a word e.g dogu

When one consonant is changed because of the influence of another one in the word e.g. tub becomes bub

When a phoneme is repeated e.g. moo moo for cow

When voiceless consonants e.g. p, t, f & s are replaced by their voiced equivalents b,d, v or z e.g. zok for sock

When voiced consonants are replaced by their unvoiced equivalents e.g. pag for bag

Can take a long time for children to develop up to as much as 10 years old-Cruttenden (1985)

• Instrumental-I want a drink
• Regulatory-Get me a drink
• Interactional-Nice drink mummy
• Personal-I like drink
• Heuristic-What flavour is the drink?
• Imaginative-I'd like a pink drink!
• Representational-I'm 3

Turn taking, politeness features, adjacency pairs, opening & closing sequences & non verbal comunication e.g. pitch

Nouns

When a child uses a word in a restricted way e.g. duck only for a plastic bath duck

When a child uses the same word for more than one thing e.g. cat for all 4 legged animals

When a child is able to call something by its correct name.

When a child begins to understand the range of meaning a word can have e.g. bottle can mean lots of different shapes & sizes

When a child makes connections between words e.g. antonyms & synonyms

Holophrastic-Two word-Telegraphic-Post telegraphic

conjunctions, negatives, questions & inflections

• 1-Inconsistent usage-may use an inflection such as ed correctly some of the time
• 2-Consistent usage sometimes misapplied e.g making virtuous errors with irregular past tense forms such as I drinked
• 3-Consistent usage-can cope with even irregular forms e.g. mice

That children can use grammatical rules without being taught them.

• 1-18 months-rising intonation e.g. go walk?
• 2-2-3 years-continue rising intonation with WH words e.g. Where tractor?
• 3-3+ Subject-verb inversion e.g. Can I see it? Also begin to use auxilary verbs e.g. What is mummy doing?

• 1-18 months-Use no or not at start of sentences e.g. no juice
• 2-2-3 years-Use no or not in front of verbs e.g. I no want juice
• 3-3+ Using no or not correctly and use negative contractions e.g. can't

Behaviourist theory-language is acquired through imitation and reinforcement

Language acquisition is innate. LAD inbuilt in all of us.

Social interactionist theory-LASS

Critical period hypothesis-without social interaction before age 5 language developement will be severely limited

Socio-cultural theory. Private speech-when a child talks aloud to itself. Zone of Proximal Development-a child needs a caregivers input in order to interact-scaffolding

Cognitive approach-child needs to develop certain mental processes before they can progress their language development e.g. object permanence

A child realises that things exist even when they can't see them coincides with a big increase in vocabulary

Child Directed Speech-caregivers talk in a particular way to encourage language development.

• Higher pitch
• Rising intonation
• Slower pace
• Simple vocab
• Simple sentences
• Repetition
• Diminuitives e.g.birdie
• High proportion of concrete nouns

• Adding extra information to a child's response e.g. Mum-What are you doing?
• Child-playing
• Mum-yes, you are playing with your car

• Rephrasing information in a different or more correct way e.g. Child- want drink
• Mum-Do you want a drink?

Phonics, Look & Say

• Pre-school-Can tell the story through pictures, can identify some letters
• 5-6- Learn up to 100 high frequency words
• Learn to read from left to right and top to bottom, Can read new words using phonic knowledge
• 6-7 Read more fluently, recognise more words by sight, use reading strategies
• 8+ Vocab increases, read fluently, use punctuation.

• Become familiar with wider range of texts
• Read to learn
• Read for different reasons e.g. work/pleasure
• Read critically/analytically-some people never reach this stage
• Skim read

• Scribbling
• Mock handwriting
• Mock letters
• Conventional letters
• Invented spelling
• Appropriate spelling
• Correct spelling

Motor skills e.g pencil grip

• Prepatory stage 18 months+-Basic motor skills and basics of spelling
• Consolidation stage 6-8-Write as they speak, Use short sentences & conjunctions e.g. and, little punctuation
• Differentiation stage 8+-aware of difference between speech & writing, understand different genres, more complex grammar, punctuation more accurate & consistent
• Integration stage-teens-Wide vocab & accurate spelling, aware of audience & purpose, narrative skills, personal writing style