The child uses that single word to make requests and direct activities. The individual at this stage can be considered an "emergent communicator." Their use of language for the purpose of communication is in its beginning period. Thus, the articulations consists mainly of a single word, this word may capture an entire sentence. In stage, two the individual builds on the foundation of stage one as their vocabulary increases to beyond 75 words. At this stage, they are able to fuse words together and make simple phrases. They may continue at this stage to rely on single words but two word phrases begin to be used more frequently and with greater assuredness. During this stage some individuals may improve their vocabulary to upwards of two hundred words or more.

For stage three, the individual begins using morphemes. The morpheme is the smallest unit of meaning in a language. Morphemes are created by attaching "ing" to verbs. There will be little grammatical correctness at this stage because very often verbs are omitted from the construction. During stage, three prepositions are also included in the dialogue, along with the development and expression of plurals. Therefore, the individual is forming sentences that have a subject and a predicate. It is important for the individual to have effective stimulation during these stages to encourage language development. Failure to provide adequate stimulation and auditory cues may result in the delay, regression, or improper development of language.

Question: Describe the ways in which environmental factors, including the home environment, styles of parenting and schooling can contribute to high levels of intelligence in children

Answer: The discussion of environmental factors and their contribution to the development of high levels of intelligence allows us to enter the debate between the influence of nature and nurture over the mind. The most useful position in this debate seems to be that both have their critical role to play and based on specific conditions nurture can increase and modify the inherent cognitive abilities...

Breast-feeding during the first five months of the child's life appears to have the ability to increase the IQ of children. This is possibly an indicator of the role of nutrition in the development of intelligence. Unfortunately, the role played by nutrition appears to be limited except in cases where children may have experienced severe malnutrition. The role of pre-natal nutrition is better documented as recent studies show that the dietary habits of mothers can have a direct impact on the mental development of their unborn child. Destructive habits such as smoking and drug usage has an immediate devastating impact on brain function that may continue well beyond the first year of life.
Statistical data suggests that birth order can have an influence on IQ. Children who are born first usually have a higher IQ than their siblings. Then the IQ is reduced for each successive child. This type of relationship has also been observed for scholastic achievement where first-born children are disproportionately represented as high achievers.

The immediate home environment may also have an impact of the creation of high levels of intelligence. This may be as a consequence of the types and quality of available reading material in the home. In homes where there is regular and early access to reading material that is age appropriate the children are more likely to have high intelligence. Lessons given to the child as well as the family's socioeconomic status are variables that are linked to high levels of intelligence.

Nurture plays an important role in the development of high intelligence. Where the home environment encourages reading, music and other activities that appear to heighten brain function, the children have a better chance to be of high intelligence. The role of parenting then becomes a critical element as by example and direction parents can create children who have intelligence similar to themselves.