Journal of Faculty of Letters and Humanities
2004 no.190
Developmental Stages of Child language
Dr. Massoud Rahimpour


Summary:




This Journal analyzed the various categorizations proposed for the early stages of syntactic development in L1 and also discusses the characteristics of early childhood syntax in first language acquisition. Developmental psycholinguistics, child language studies, have attempted to answer key questions such as: "How do children learn her / his language so well in a short time?" and "What learning a language course?", (Kess, 1993: 301). It is said that all humans acquire language, but there are many languages in the world, and it seems that every human being is capable of learning all of this as a native language with equal ease (Stork and Widdowson, 1974:131).
Two important skills in explaining the development of language in children are:
Skills receptive and expressive skills.
• Receptive and Expressive Language Skills
Receptive skills begins at birth when a new baby is born immediately exposed to all kinds of sounds. In the first infant cannot distinguish between sounds, but after about six to eight weeks, he / she is able to recognize the difference between human voice and other sounds. This sound is usually / her mother's voice and the baby may indicate recognition by facial expressions such as smiling. With nine months he / she starts responding to a few simple words: very often the names of toys or stuffed bear. At this time he / she can respond to the motion or movement. By twelve months babies usually able to respond to commands (Stork and Widdowson, 1974)
expressive language skills was the beginning of active participation in speech and language. At this stage the baby can respond to vocal for pain, such as hunger, pleasure and satisfaction, but this is just a reflex. Speech development was initiated when the baby will be able to produce sound by conscious effort. This sounds kind of production is called Babbling which began towards the end of the third month of life. Children typically produce syllables consisting of a consonant plus a vowel is often called reduplication stage. Children will begin to use / first words in about twelve months. Forms such as mama or dada, which occurs very early during the stage of reduplication, is not considered as words. Reduplicating syllables composed of consonants bilabial or alveolar and low front vowel is used in many languages as the name of the child to the parents. about eighteen, at this stage of his / her communication with others is limited single word utterance called Holophrastic language.
• Summarizing the milestones of language development
Greeting words can be used in the context of children that will contain different grammatical constructions in the adult language. For example, according to the context and purpose of the speaker single word phrase "teddy" could mean: I want my teddy, Here is my doll, teddy which I or my dolls halo.
• The process of giving and receiving (taken from Brown & bellugi, 1964).
A young boy who has lost his / her mother may cry "mama" which means "I want mama". Or children may show shoes and says "mama" which means "belonging Shoe mama" Research has shown that young children express various semantic functions with one word. In such cases, the child uses one word to express a thought that adults usually use full sentences.
• Early Syntax
The grammar of child’s sentence seems to be a tough nut kid crack. But what is surprising is that the child takes place and continues to produce sentences that are becoming more and more complex, in their grammar, without much difficulty. At age 4, most children acquiring English have mastered the important words in English syntax. Of course, they have not finished acquiring English, and more complex structures take them longer to obtain. But at the age of 4, or soon after, many children can handle passive constructions like "Daddy stopped by police" and quite complex questions like What are you doing that?
• Language motherese:
In the early stages of development directly depends on the setting, both physical and physical. Caretaker speech is the language used by adults to children, and has become an important source of evidence to understand early language development (Snow & Ferguson, 1977). One characteristic of caretaker speech is the use of language 'Here-and-Now (Krashen, 1985). Language addressed to children is restricted to references to objects that are in close discourse context, and which is strongly supported by the context. and such is easier to do than the previous reference context supported tasks (There-and-Then). The fact, the children talk about what they see and context. The fact that the children talk about what they saw and did allow caregivers to understand many other sayings shall uninterruptable
• Cognitive Development
This suggests that language is one of the many activities that all depends on the analytic cognitive development. Language acquisition is seen as having a certain cognitive prerequisites or co-requisites. And also suggests that ongoing conceptual development of grammatical and determine the order of acquisition of some grammatical forms. In short, there is no definitive answer on how language development takes place but we were able to investigate through the application of various theories of linguistics and psycholinguistics some complexity child language development.