Language Acquisition in children under 5
RESEARCHED BY ANDIE
At what are the major milestones of language development?
As long as the child has physical abilities within their normal limits and they are neurologically intact, they should follow the exact pattern of language as their peers across the world.
Infancy/Prelinguistic (or preverbal) - 6 weeks and older: ‘coo’: Children learn that people around them pay attention when they make noises. Some theorists believe that they do not have any thought towards their actions, but rather it is just unconscious behavior, usually in a crucial situation related to survival.
By four months old, babies are able to recognize their own names (Golinkoff 1999).
6 months: ‘babble’: Children decide that making noises are fun. At this point the children are most likely experimenting with sounds. Instead of the usual sounds of ‘mamama’ and ‘dadada’ they will sound unintelligible and sound as if the words were being played with, for example mixing both the two previous sounds, 'mamadadama'.
At about 18 months, a child has a jump of vocabluary, resulting in a switch from slow vocabulary to a faster growth, this is known as vocabulary spurt (Long 2011).
1 year: 1st words: Children have finally figured it out that pointing and gesturing is not necessary to get your point across.
Infancy/Prelinguistic (or preverbal) - 6 weeks and older: ‘coo’: Children learn that people around them pay attention when they make noises. Some theorists believe that they do not have any thought towards their actions, but rather it is just unconscious behavior, usually in a crucial situation related to survival.
By four months old, babies are able to recognize their own names (Golinkoff 1999).
6 months: ‘babble’: Children decide that making noises are fun. At this point the children are most likely experimenting with sounds. Instead of the usual sounds of ‘mamama’ and ‘dadada’ they will sound unintelligible and sound as if the words were being played with, for example mixing both the two previous sounds, 'mamadadama'.
At about 18 months, a child has a jump of vocabluary, resulting in a switch from slow vocabulary to a faster growth, this is known as vocabulary spurt (Long 2011).
1 year: 1st words: Children have finally figured it out that pointing and gesturing is not necessary to get your point across.
Early-Early Childhood - 2 years: 2 word sentences: The child begins to be much more specific than they have before. At about 2 and a half the child begins to be able to ask for help and deny commands. Before this age, children are usually just using nouns rather than adjectives and adverbs (Long 2011). Up to this age, researchers have also suggested that many of the words that the toddler has used have been memorized. This lets the child to finally learn and understand basic grammar and social rules. The perception of the world from the child’s point of view has changed allowing the child to begin manipulating the environment. Children love to manipulate their environment ensuring the idea that objects are real ideas not just imaginary. It is also at this point in a toddlers life that baby-talk decreases. Baby-talk is the high pitched sing-songy form of talk that parents and adults often talk to babies with grabs the child's attention (Golinkoff 1999). It’s not at all bad for the growing mind, because common we are all guilty of it.
Middle-Early Childhood: 3 years: 3-4 word sentences: At this age, children have a vocabulary of about 950 words. 3-year-old's also have the ability to start understanding 2/3 step commands, as well as talk in the present.
4 years: vocabulary has increased to about 1500 words. This includes understanding of categories, questions, how & why questions, and demands word order for understanding of what the speaker is trying to put across to the listener. Most children have major elements of grammar. This includes various parts of speech and the rules that combine them (Long 2011). It is at this point that the child will be able to tell a story to the listener including what happened last night, or even last summer.
Middle-Early Childhood: 3 years: 3-4 word sentences: At this age, children have a vocabulary of about 950 words. 3-year-old's also have the ability to start understanding 2/3 step commands, as well as talk in the present.
4 years: vocabulary has increased to about 1500 words. This includes understanding of categories, questions, how & why questions, and demands word order for understanding of what the speaker is trying to put across to the listener. Most children have major elements of grammar. This includes various parts of speech and the rules that combine them (Long 2011). It is at this point that the child will be able to tell a story to the listener including what happened last night, or even last summer.
Late-Early Childhood: 5 years: vocabulary of 6000 plus; averaged at about 1 word per 90 minutes. The child is able to understand 3-step commands. At this age, the child is also able to understand both past and future tense. Their use of grammar and sentence structure is also much more complex, and they question the differences about what they see. This includes questions about female and male differences, skin color differences etc. Individuals at this stage are able to communicate effectively towards their peers and adults.
When children make mistakes in grammar, or overreglarization, and an adult corrects it, it may slow the speech process. For example if a child used the word 'standed' instead of 'stood', the correction would cause the child to doubt their use of the suffix –ed. Yes, these words are wrong but based on what grammar rules they know, it is correct. At age 5, they are also most likely using the contracted form of words (as in can't, won't, etc.) since they have not learned the uncontracted forms of words (learned later in school).
When children make mistakes in grammar, or overreglarization, and an adult corrects it, it may slow the speech process. For example if a child used the word 'standed' instead of 'stood', the correction would cause the child to doubt their use of the suffix –ed. Yes, these words are wrong but based on what grammar rules they know, it is correct. At age 5, they are also most likely using the contracted form of words (as in can't, won't, etc.) since they have not learned the uncontracted forms of words (learned later in school).
How does language form within the brain?
(when learning only one language)
Between the ages of two and five, development of language is effortless. Children have not yet become critical about what they say and think, so these children usually just say whatever they have on their mind without any thought about misuse.
When we are first born there is potential for both sides of the brain to obtain language. Yet, lateralization becomes evident causing language to be centered towards one hemisphere. Usually, the left becomes the main supporter of language development. This is also the reason why most people are right-handed; since, children unconsciously prefer everything to be done onto the right side of their body (the left hemisphere controls the right side of the body). 90% of adults are actually left brain dominant.
Mylination is a huge part of why children increase their vocabulary quite quickly at age two. Myelination is the process in which a fatty substance, myelin, begins to speed up the thought process, since transmission between neurons is much quicker than before. Because of myelination, fast-mapping, or the process of making rough estimates about an unfamiliar item, is quite frequent. Children would learn one word, as in rabbit, and then later call a new animal rabbit, as in calling a rat a rabbit. Children just love learning new words and will name everything they come in contact with. After hearing a new word, children try to make sense of it and attempt to map it based on previously known concepts (Long 2011). Even at young ages the plasticity of their brains allows the rapid growth of language.
When we are first born there is potential for both sides of the brain to obtain language. Yet, lateralization becomes evident causing language to be centered towards one hemisphere. Usually, the left becomes the main supporter of language development. This is also the reason why most people are right-handed; since, children unconsciously prefer everything to be done onto the right side of their body (the left hemisphere controls the right side of the body). 90% of adults are actually left brain dominant.
Mylination is a huge part of why children increase their vocabulary quite quickly at age two. Myelination is the process in which a fatty substance, myelin, begins to speed up the thought process, since transmission between neurons is much quicker than before. Because of myelination, fast-mapping, or the process of making rough estimates about an unfamiliar item, is quite frequent. Children would learn one word, as in rabbit, and then later call a new animal rabbit, as in calling a rat a rabbit. Children just love learning new words and will name everything they come in contact with. After hearing a new word, children try to make sense of it and attempt to map it based on previously known concepts (Long 2011). Even at young ages the plasticity of their brains allows the rapid growth of language.
The main areas of language development are because of wernicke’s Area, broca’s area, and heshle’s gyrus.
Wernicke’s Area: This area is found on the temporal lobe. Wernicke's are is how people perceive and understand language. In many cases, patients with damage to this area of the brain, have perfect production of speech but usually is incoherent and make no sense. They are able to understand others, but when the patients respond they believe they are saying something other than what is coming out. When an infant has one of their hemispheres removed it will cause the child to have a huge delay in language. Although, a child's brain does rewire itself quickly they will have a possibility of gaining language back by school age.
Broca’s Area: Broca's area is on the inferior frontal gyrus. This part of the brain is linked to the production of speech. In the late 1800's, Broca, a french neurosurgeon, discovered the area when a patient had gone into his office unable to produce any speech and had little thought of how to produce a sentence of written language. This then became to be known as Broca's area.
Heshle’s Gyrus: This are is the reason we hear sounds. [did you know ears actually did not hear?] After speech sounds are released from the speaker to the receiver, the sound travels through the ear and ear canal and travels through the 8th nerve to the heshle's gyrus. The auditory nerve (8th nerve) is the only nerve that sends sound to the brain. With damage to this area/nerve or born without them is categorized as deaf.
Wernicke’s Area: This area is found on the temporal lobe. Wernicke's are is how people perceive and understand language. In many cases, patients with damage to this area of the brain, have perfect production of speech but usually is incoherent and make no sense. They are able to understand others, but when the patients respond they believe they are saying something other than what is coming out. When an infant has one of their hemispheres removed it will cause the child to have a huge delay in language. Although, a child's brain does rewire itself quickly they will have a possibility of gaining language back by school age.
Broca’s Area: Broca's area is on the inferior frontal gyrus. This part of the brain is linked to the production of speech. In the late 1800's, Broca, a french neurosurgeon, discovered the area when a patient had gone into his office unable to produce any speech and had little thought of how to produce a sentence of written language. This then became to be known as Broca's area.
Heshle’s Gyrus: This are is the reason we hear sounds. [did you know ears actually did not hear?] After speech sounds are released from the speaker to the receiver, the sound travels through the ear and ear canal and travels through the 8th nerve to the heshle's gyrus. The auditory nerve (8th nerve) is the only nerve that sends sound to the brain. With damage to this area/nerve or born without them is categorized as deaf.
Language within other anatomical parts of the body.
Respiratory System: In order to produce language people have to be able to control their respiration. This includes taking quick, short inhalations and careful, sustained exhalations. The ability to control their air way is noticed within the first year, or when they child is beginning to say their first words.
Lungs: two symmetric organs that are filled with air with every breath. Alveolar sacs are spongy tissue which allows air exchange to take place. Within the three years of life, the number of these little guys increases rapidly allowing better controlled breathing. This allows children to express what they want in longer sentences.
In an example when there is a problem with being able to control breathing, is cystic fibrosis (or CF). CF is a genetic mutation which causes over access of mucus build up in the lungs. This creates a problem with being able breath in a rhythmic way. This is also problematic with children, because if a child is misdiagnosed with CF they will have a hard time keeping a conversation with a flow of continuous air.
Lungs: two symmetric organs that are filled with air with every breath. Alveolar sacs are spongy tissue which allows air exchange to take place. Within the three years of life, the number of these little guys increases rapidly allowing better controlled breathing. This allows children to express what they want in longer sentences.
In an example when there is a problem with being able to control breathing, is cystic fibrosis (or CF). CF is a genetic mutation which causes over access of mucus build up in the lungs. This creates a problem with being able breath in a rhythmic way. This is also problematic with children, because if a child is misdiagnosed with CF they will have a hard time keeping a conversation with a flow of continuous air.
Phonatory System: The system involved in the production of speech and language. The ability to create sound is phonation.
Larynx: The larynx is located just above trachea, or about the middle of an individual’s neck. The larynx consists of several cartilages, vocal folds (muscles), and the hyoid bone. Vocal folds are the reason language is able to be produced. Vocal folds are muscles that allow food and liquid to end up where they are suppose to be while allowing air to enter the lungs properly.
When we need to phonate, air pressure is built up allowing the vocal folds to vibrate simultaneously, allowing sound to begin the language process. Based on how quick these muscles move, determine what frequency your voice is at. Quicker vibrations call for higher pitched voices, while slower vibrations are lower pitched. As babies begin to grow and develop these muscles will develop as well allowing stronger voice to be produced.
At this point stuttering will begin to be noticed due to a possible symptom. Stated from the American Speech-Language-Hearing Association, stuttering is the disruption of producing speech. It has symptoms of repeating sounds/words/sentences, as well as blocking and dysrythmic phontation. The inability of the vocal folds to open and close causes these blocks and dysrythmic phonations. Stuttering has unknown origin but it is usually noticed between ages two and five when language is really taking off, and these children begin to have longer sentence structure.
Larynx: The larynx is located just above trachea, or about the middle of an individual’s neck. The larynx consists of several cartilages, vocal folds (muscles), and the hyoid bone. Vocal folds are the reason language is able to be produced. Vocal folds are muscles that allow food and liquid to end up where they are suppose to be while allowing air to enter the lungs properly.
When we need to phonate, air pressure is built up allowing the vocal folds to vibrate simultaneously, allowing sound to begin the language process. Based on how quick these muscles move, determine what frequency your voice is at. Quicker vibrations call for higher pitched voices, while slower vibrations are lower pitched. As babies begin to grow and develop these muscles will develop as well allowing stronger voice to be produced.
At this point stuttering will begin to be noticed due to a possible symptom. Stated from the American Speech-Language-Hearing Association, stuttering is the disruption of producing speech. It has symptoms of repeating sounds/words/sentences, as well as blocking and dysrythmic phontation. The inability of the vocal folds to open and close causes these blocks and dysrythmic phonations. Stuttering has unknown origin but it is usually noticed between ages two and five when language is really taking off, and these children begin to have longer sentence structure.
Resonatory System: The system involved with the production of specific sounds in order to communicate.
Pharnx: The pharynx is a membrane lined structure just behind the nose and mouth. It allows the creation of everyone’s unique voice, and is in contrast with the oral cavity to be shaped into specific sounds. It consists of three different muscles that allow the resonance of sounds; the superior, middle and inferior pharyngeal constrictors. With lack of muscle development, children will not be able to create sounds or produce any language.
Oral Cavity: This structure consists of the tongue, teeth, hard/soft palates, lips and nasal cavity. Each subpart of the oral cavity are shaped and work together to create the production of specific speech sounds. For example, with help of the soft palate and lips a child or individual is able to create the /m/ sound as in ‘MOM’. In this specific consonant, the soft palate is raised and lips are pressed into each other allowing the nasally sound of the /m/.
Children who have cleft lip and palate will have trouble during this stage of language. Cleft lip and palate usually has no known etiology, but it is noted to have relations to many teratogens, pathogens and genetics. Cleft lip is when the lips were not fused properly prenatally. When born doctors and parents need to wait three months, or at least ten pounds. When the lips are repaired there is virtually no consequences on language. Same as Cleft of the primary palate, there will be no language delays once the child is born. Think it as a whole in the wall, once its patched up there i will be no more hole/no more problem. The only time when clefting is a problem is when there is a cleft of the soft palate (usually tagged along with palate of both hard palate and lips). The duration of multiple surgeries are usually a few years. Once palates and lips are repaired there may be a nasally sound to the voice but language will usually have no problem.
Pharnx: The pharynx is a membrane lined structure just behind the nose and mouth. It allows the creation of everyone’s unique voice, and is in contrast with the oral cavity to be shaped into specific sounds. It consists of three different muscles that allow the resonance of sounds; the superior, middle and inferior pharyngeal constrictors. With lack of muscle development, children will not be able to create sounds or produce any language.
Oral Cavity: This structure consists of the tongue, teeth, hard/soft palates, lips and nasal cavity. Each subpart of the oral cavity are shaped and work together to create the production of specific speech sounds. For example, with help of the soft palate and lips a child or individual is able to create the /m/ sound as in ‘MOM’. In this specific consonant, the soft palate is raised and lips are pressed into each other allowing the nasally sound of the /m/.
Children who have cleft lip and palate will have trouble during this stage of language. Cleft lip and palate usually has no known etiology, but it is noted to have relations to many teratogens, pathogens and genetics. Cleft lip is when the lips were not fused properly prenatally. When born doctors and parents need to wait three months, or at least ten pounds. When the lips are repaired there is virtually no consequences on language. Same as Cleft of the primary palate, there will be no language delays once the child is born. Think it as a whole in the wall, once its patched up there i will be no more hole/no more problem. The only time when clefting is a problem is when there is a cleft of the soft palate (usually tagged along with palate of both hard palate and lips). The duration of multiple surgeries are usually a few years. Once palates and lips are repaired there may be a nasally sound to the voice but language will usually have no problem.