Language development in children- Structure of Language




PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Language development in children

Structure of Language

Language is a system of symbols and rules that is used for meaningful communication. A system of communication should have following criteria in order to be considered as language.

·         Symbols: These are sounds, gestures or written characters used for representing objects, action, events and ideas.

·         Meaningful: Language is meaningful and can be understood by other person using it.

·         Generative: Symbols of language can combine to form infinite messages.

·         Rules: Language contains certain rules which need to be followed.

The Building Blocks of Language

1.       Phonemes are the smallest distinguishable units in a language. Ex. Single (t, p, m); combination (ch, sh, and th)

2.       Morphemes are the smallest meaningful units in a language and used as prefix, suffix etc. Ex. I , a,

3.       Syntax is a system of rules that governs how words can be meaningfully arranged to form phrases and sentences.

Language Development in Children


Children develop language in a set sequence of stages, although sometimes particular skills develop at slightly different ages:

·         Infant (Three-month-old) can distinguish between the phonemes from any language.

·         Infant (six-month-old), infants begin babbling, or producing sounds that resemble many different languages. As time goes on, these sounds begin to resemble more closely the words of the languages the infant hears.

·         Infant (thirteen-month-old), children begin to produce simple single words.

·         Infant (twenty four-month-old), children begin to combine two or three words to make short sentences. At this stage, their speech is usually telegraphic. Telegraphic speech, like telegrams, contains no articles or prepositions.

·         Child (three years), children can usually use tenses and plurals.

·         School going child’s (3-14 years) language abilities continues to grow throughout the school-age years. They become able to recognize ambiguity and sarcasm in language and to use metaphors and puns. These abilities arise from metalinguistic awareness, or the capacity to think about how language is used.

THEORIES OF LANGUAGE ACQUISITION

Theory
Approach
Central Idea
Proponent
Imitation
Empiricist or behavioral approach
Children imitate adults. Their correct utterances are reinforced when they get what they want or are praised.
Skinner
Innateness or
Rationalistic or biological approach
A child's brain contains special language-learning mechanisms at birth.
Chomsky
Cognitive
cognitive-psychological approach
Language is just one aspect of a child's overall intellectual development.
Piaget
Interaction
Social psychology
This theory emphasizes the interaction between children and their care-givers.
Bruner


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