EARLY LANGUAGE DEVELOPMENT: TODDLERS (chapter 7) (12-24 mos.)

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EARLY LANGUAGE DEVELOPMENT TODDLERS (chapter
7)(12-24 mos.)
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PowerPoint Outline

• I. Development in Related Domains
• II. First Words
• III. Combining Words, Meaning, and Functions
• IV. Development in Pragmatics
• V. Phonological Processes
• VI. Impact of Bilingualism
• VII. Intervention for Toddlers Whose Language is
  Delayed

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We need to know typical language milestones

• For clinical purposes
• And for the PRAXIS!

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Sample PRAXIS questions (not on our exam ?)
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Another one (are we having fun yet?)
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I. DEVELOPMENT IN RELATED DOMAINS

• A. Social Development

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B. Motor Developments
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Motor developments continued
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A 2-year old can

• Walk on tiptoe
• Jump with both feet
• Engage in many self-help skills such as feeding
  herself, opening doors, straightening a bed

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C. Cognitive Developments
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Cognitive developments continued
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II. FIRST WORDS

• First word around 12 mos. of age
• With production of first true
• By 24 months, expressive vocabulary of about
  200-300 words

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To qualify as a true word

• It needs to occur with consistency in a given
  context in apparent response to an identifiable
  stimulus
• It should be produced consistently in the
  presence of the same person, object, or event
• It must bear some phonetic resemblance to a
  conventional adult word it can be an
  approximation of a real adult word

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In first words

• Front consonants /p, b, d, t, m, n/ are the most
  common
• These children use simple syllable patterns
  (e.g., CV, VC, CVCV)

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Holophrases

• Are early one-word utterances that convey a
  holistic communicative intention
• For example, these utterances can request or
  describe others actions (eat, ride, kiss)
• They can also ask questions (e.g., Why? What?
  Who?)

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Youtube

• Toddler Tries to Argue Like an Adult
• This child is 20 months old

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There is rapid vocabulary growth
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If the child does not have a major language
growth spurt between 18-24 months of age
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Therapy implication
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Remember that
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Classes of First Words

• Nouns are prominent may be 60 or more of a
  toddlers lexicon
• Usually these nouns have been frequently involved
  in the
• toddlers interaction with others

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• Mark McKibbins nouns (not on test)

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Toddlers often use reflexive relations

• Reflexive relations are early words that indicate
  the state of objects

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These reflexive relations include
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Reflexive relations also include

• Existence this, that, whats that?
• Nonexistence object not present where it was
  anticipated to be (Angel if dog not in
  doghouse)

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3 types of relational words (that express
relationships among objects)
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Childrens learning styles have an impact
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Expressive learning style

• More peer contacts
• Attempt to produce longer units

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III. COMBINING WORDS, MEANING, AND FUNCTIONS
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A. IntroductionCombining words is significant
because it indicates that toddlers
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Characteristics of true 2-word utterances
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B. Semantic-Syntactic Considerations

• Semantic-syntactic rules emphasize that meaning
  precedes and influences form
• The meaning most frequently expressed by toddlers
  in two-word utterances increasingly shifts to
  action

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Semantic Relations (only the ones with an are
on the test)

• Agent action Mommy kiss
• Action object Pet doggy
• Agent object Cocoa bone (Cocoa is
  associated with the bone this is not
  possessive)
• Demonstrative entity That spoon
• Entity locative Cereal bowl (the
  cereal is in the bowl)
• Action locative Put car
• Possesser possession Mark toy
• Attribute entity Yummy snack

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IV. DEVELOPMENT IN PRAGMATICS

• A. Introduction
• Toddlers can stand, walk, and run, the world
  opens up!
• Generally understand cause-effect behavior
  influences caregivers actions
• Have object permanence

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C. Developing Dialogue

• 1. Presuppositionrefers to speakers ability to
  judge how much their listeners might know about
  the subject being introduced and to adapt their
  utterances accordingly.
• Most conversations between toddlers and
  caregivers are about the here-and-now, so
  presuppositional skills are not much needed.

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2. Turn-taking
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• 3. Topic initiation establishing a subject for a
  conversation a speaker is about to begin.
• Hey, get this
• Guess what?
• By the way
• Did you know that
• Then, intro subject familiar to both people
• Next, add new info

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For example,

• Hey, get this. You know that PayLess Shoe store
  on Greenback where we love to get those 15.99
  pairs of shoes?
• Well, they closed! Now the only one even remotely
  nearby is at Arden Fair mall.

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Conversations with toddlers

• Develop out of things that have just engaged
  their attention.
• Drive car!
• Usually dialogue follows.

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The social-cognitive basis for communication
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This is why, in the special day preschool
classroom

• My absolute 1 goal is joint attention

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Joint attention for developing sounds!
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V. PHONOLOGICAL PROCESSES

• Systematic procedures used by children to make
  adult words pronounceable
• Children produce an approximation of an adult
  model

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VI.IMPACT OF BILINGUALISM

• Higher maternal education is associated with
  children having better English vocabularies,
  faster English vocabulary development, and
  greater knowledge of English

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Simultaneous acquisition
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VII. INTERVENTION WITH TODDLERS WHOSE LANGUAGE IS
DELAYED

• We can use direct intervention, where the child
  is seen by the speech pathologist
• We can also use indirect intervention, where we
  train caregivers such as parents and preschool
  teachers to stimulate childrens language
  development

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Several specific techniques

• Incidental teaching adult carefully observes the
  child, takes advantage of spontaneous teachable
  moments
• E.g. , if the child points to a cat, adult can
  say Look, there is a gray cat. I wonder why she
  looks so funny?

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• Ask open-ended and topic-continuing questions
  rather than closed questions
• Closed question Do you want milk?
• Open-ended question What would you like to
  drink?
• When the child says something, respond in a
  topic-continuing way
• Child I saw Sesame Street
• Teacher Oh, thats nice. (NO)
• Teacher Wow! What happened on Sesame Street?
  (YES)

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Use communicative temptations
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Suggestions for communicative temptations
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Most of all

• Language develops optimally when children get
  plenty of attention
• Attention is the greatest reinforcer of all

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PowerPoint Outline

• I. Development in Related Domains
• II. First Words
• III. Combining Words, Meaning, and Functions
• IV. Development in Pragmatics
• V. Phonological Processes
• VI. Impact of Bilingualism
• VII. Intervention for Toddlers Whose Language is
  Delayed