SHS 430 1st Edition Lecture 10OUTLINE OF LAST LECTUREI. Components of LanguageII. Components of SpeechIII. Early Language AcquisitionIV. Characteristics of MothereseV. Early Language Acquisition [cont’d] OUTLINE OF CURRENT LECTUREI. Early Language Acquisition [cont’d] CURRENT LECTUREI. Early Language Acquisition [cont’d] -3-6 months= babbling, localizing, likes toys that play music-6-10 months= beginning to understand everyday phrases [bye-bye]-1 year= 2-3 words, understands simple instructions-2 year= 10-20 words, combining words for simple sentences-3rd year-4th year= 500-1000 words, can tell a simple story, begins to obey request-4th year-5th year= 1500-2000 words, sentence length of 4-5 words, can use terms of imagination; between 5 and 6 can define an object by its use. Majority of language should be intelligible. -Early in language development, caregivers accept anything as language. However, as the child gets older we expect more normal utterances.-Intentional communication- develops as more of the infant’s vocalizations are reinforced. -1st children will gesture and point at objects and make eye contact with adults. Then they will vocalize with consistent sounds, intonation patterns and communicative symbol invented by children. -Next, they will be more persistent in communication attempts, when not understood they will repeat the utterance.-Early attempts to communicate can be categorized by function they serve: two types of gestures- 1) proto-declarative [child uses objects to get parents attention] and 2) proto-imperative [child gets another person to do something] These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-2 to 4 new words are acquired each day between 2 ½ and 4 ½.-During this time, adults will name objects by they general label rather than specific [dog notRottweiler] -Children give parents clues about how they might classify objects. At first they treat everything the same, soon they treat things differently to show how they categorize them. -Language input to children is often better developed because we know they are in a developmental stage. May use poorer forms of speech with adults.-Children are more likely to learn important people and names of things in their environment they can manipulate or interact with. They will also learn animals, vehicles, things that move.-Reception precedes expression- can identify motorcycle, bike, plane, truck, etc. but calls them all car.-Early expressive skills show categorizing function:-Attribution- child uses adjectives at first as simple words but after 21 months you will see two words utterances.-Word meanings constantly change as concepts the words represent are being modified or extended by