Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Language Development in Normal Cases: A Chronological Sequence
In normal cases, “babies and children, irrespective of the country in which they are born, all follow a similar pattern of development” (Tassoni, 2007, p. 44). The broad language development stages highlighted by Tassoni (2007) are the pre-linguistic stage and the linguistic stage. Below, I discuss the chronological sequence of the said stages, as highlighted by Tassoni.
A: Pre-Linguistic Stage
6 Weeks – Cooing
In this stage, pleasure is expressed by way of making cooing sounds.
6 - 9 Months – Babbling (phonemic expansion)
This stage is marked by the making of tuneful sounds by way of blending of consonants and vowels. Examples of sounds made include, but they are not limited to, da, ma, ta.
9 - 10 Months - Babbling (phonemic contraction) and Echolalia (repetition of syllables in words)
At this stage, babies produce a more limited range of sounds. The said sounds also start becoming a reflection of the phonemes utilized in the language they’re exposed to.
B: Linguistic Stage
Around 12 Months – First Words
Here, babies start making use of several sounds that they attach meaning to.
12 – 18 Months – Holophrases
To enhance the usefulness of their limited vocabulary, toddlers at this stage begin to make use of holophrases. Here, a single word could be used in several ways, with a variation of tone in some instances being used to communicate the exact meaning intended.
18 - 24 Months – Two-Word Utterances (Telegraphic Speech)
Toddlers at this stage begin making mini sentences using word combinations, i.e. two words such as ‘papa come.’
24 – 36 Months - Language Explosion 1
The child’s vocabulary significantly increases and its sentence use also increases
3 – 4 Years – Language Explosion 2
Vocabulary increases further and use of longer sentences becomes commonplace
4 -6 Years – Fluency
The basic skills of language are mastered at this stage
6- 8 Years – Speech Maturity 1
Speech at this stage is clearer and language starts being used to communicate points of view
8 – 11 Years – Speech Maturity 2
As their vocabulary increases further, children at this stage develop skills in both reading and writing
12 – 16 Years – Speech Maturity 3
Here, speech becomes mature and fluent in a way that can inform meaningful negotiations and/or arguments
References
Tassoni, P. (Ed.). (2007). Child Care and Education Level (3rd ed.). Heinemann
The narrator observes and describes but does not always interpret the events and the feelings of the characters to the reader. In other words, this narrative style could be termed limited omniscient. One should also take into account the fact that we are often in doubt about the exact nature of the feelings and thoughts of the main character. We are, for instance, not quite sure if Markheim is sincere
This is counter to the points made later in the article regarding distance education theory (Najjar, 2008) and its impact on a more individualized approach to distance instruction. Arguably the impact of higher-speed collaborative technologies of which the Internet is the most pervasive are shifting these theories and making dialogue-based theories, including social networking-based concepts of shared collaboration more relevant and effective. The use of collaborative classrooms online for
political framework of EU and OCT European Union (EU) and Overseas Countries and Territories (OCTs) are in association with each other via a system which is based on the provisions of part IV of the Treaty on the Functioning of the EU (TFEU), consisting of detailed rules and measures which are laid down in the document issued on 27th November 2001 title Oversees Association Decision. The expiry date of this
Clinical Psychology Dissertation - Dream Content as a Therapeutic Approach: Ego Gratification vs. Repressed Feelings An Abstract of a Dissertation Dream Content as a Therapeutic Approach: Ego Gratification vs. Repressed Feelings This study sets out to determine how dreams can be used in a therapeutic environment to discuss feelings from a dream, and how the therapist should engage the patient to discuss them to reveal the relevance of those feelings, in their present,
Parent's Selection for Supplementary Tutoring Centre in Hong Kong - Primary School Level With reference to the above discussion, it can be apparently observed that the education industry in Hong Kong is quite expanded. However, the performance of students and educational growth in the country can be observed to be weakening which indicates that the education sector in Hong Kong requires to be facilitated significantly within a short-run period. This
Figure 1 portrays the state of Maryland, the location for the focus of this DRP. Figure 1: Map of Maryland, the State (Google Maps, 2009) 1.3 Study Structure Organization of the Study The following five chapters constitute the body of Chapter I: Introduction Chapter II: Review of the Literature Chapter III: Methods and Results Chapter IV: Chapter V: Conclusions, Recommendations, and Implications Chapter I: Introduction During Chapter I, the researcher presents this study's focus, as it relates to the