This document discusses child language development and acquisition. It defines key concepts like speech, language, first language acquisition and second language acquisition. It outlines the different stages of child language development from pre-linguistic to later multi-word stages. Milestones of speech and language development are provided for different age ranges. The differences between language acquisition and language learning are explained, with the conclusion that language learning is important for assessment as it allows one to communicate effectively and opens up educational and job opportunities.

1. Child Language Development

2. Proyash Institute of Special Education & Research(PISER)
Dhaka, Bangladesh

3. Presentated by:
Name Roll
Afrina Tuz Sadia 12
Kaosar Khan 18
Razwana Adbia 22
Naznin Farhana Dolon 28
Tajbina Binta Obayed 35

4. Content
What is speech
What is language
What is language acquisition
What is child language acquisition
FLA. Definition +theory.
SLL Definition + theories
Different Stages in Child Language Development
Stages of speech and language development
Basic Milestone of Speech and Language Development
Language acquisition vs learning
Which is important for our assessment

5. Speech
• Speech is human vocal communication
using the phonetic combinations of a
limited set of perfectly articulated and
individualized vowel and consonant
sounds that form the sound of words
characteristic of a language

6. Language
• Language is a system that consists of the development, acquisition,
maintenance and use of complex systems of communication,
particularly the human ability to do so; and a language is any specific
example of such a system.

7. Language Acquisition
• Language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language, as well as to produce
and use words and sentences to communicate.

8. Child Language Acquisition
• Refers to the processes both
internal and external that a
child must move through in
order to gain a knowledge
for a spoken and written
language. Leading to the
ability to appropriately and
efficiently use language in
everyday life.

9. First Language Acquisition
• First language acquisition is touted by linguist as the
process of acquiring a language via exposure whilst
young. First language is defined as the primary
language not necessary mother tongue which the
speaker first acquires and use on a constant basis.
• First language theories:
The behaviorist theory
The mentalist theory
The maturation theory
The cognitive theory
The sociological theory

10. Second Language Acquisition
• A second language, however, however can be
related language or a totally different one from
the first language. Second language acquisition
is learning a second language after a first
language established.
• Theories of second language:
The monitor model
The interlanguage theory
The universal grammar theory

11. Different Stages in Child Language Development
Stage Typical age Description
Pre-linguistic stage 1-2 months
2-4 months
4-6 months
Crying and fussing.
Grunts or sighs, and later coos.
Squeals, growls, yells, raspberries, and snorts.
Babbling stage 6-9 months Repetitive consonant-vowel patterns
One-word stage 9-18 months Single open-class words or word stems
Two-word stage 18-24 months ‘Mini-sentences’ with simple semantic relations.
Telegraphic stage 24-30 months ‘Telegraphic’ sentence structures of lexical rather than
functional or grammatical morphems.
Later multiword stage 30+ months Grammatical or functional structures

12. Stages of Speech and Language Development
Age Listening and
attention
Understanding Speech sounds and talk Social skills
Up to 3
months
Turns towards a
familiar sound
Startled by loud
noises.
Recognises parent’s voice Often
calmed by familiar friendly voice, e.g.
parent’s .
Frequently cries especially when
unhappy or uncomfortable.
Makes vocal sounds, e.g. cooing,
gurgling.
Gazes at faces and copies
facial movements, e.g.
sticking out tongue! Makes
eye contact for fairly long
periods .
3 – 6
months
Watches face when
someone talks.
Shows excitement at sound of
approaching voices.
Makes vocal noises to get
attention. Makes sounds back
when talked to. Laughs during
play Babbles to self.
Senses different emotions in
parent’s voice and may
respond differently, for
example, smile, quieten,
laugh Cries in different ways
to express different needs.
6 – 12
months
Locates source of voice
with accuracy. Focuses on
different sounds, e.g.
telephone, doorbell,
clock.
Understands frequently used words
such as ‘all gone’, ‘no’ and ‘bye-bye’
Stops and looks when hears own
name. Understands simple
instructions when supported by
gestures and context.
Uses speech sounds (babbling)
to communicate with adults;
says sounds like ‘ba-ba, no-no,
go-go’ Stops babbling when
hears familiar adult voice.
Enjoys action rhymes and
songs Tries to copy adult
speech and lip movements
Takes ‘turns’ in conversations
(using babble).
12 – 15
months
Attends to music and
singing. Enjoys sound -
making toys/objects.
Understands single words in context,
e.g. cup, milk, daddy. Understands
more words than they can say.
Says around 10 single words,
although these may not be clear.
Reaches or points to something
they want whilst making speech
Likes being with familiar
adults Likes watching adults
for short periods of time.

13. 15 – 18
months
Listens and responds to simple
information/instructions, e.g.
‘Ben, put on shoes’,
‘Mohammed, give to daddy.
Understands a wide range of single
words and some two-word phrases,
e.g. ‘give me’, ‘shoe on’. Recognises
and points to objects and pictures
in books if asked.
Still babbles but uses at least
20 single words correctly,
although may not be clear
.Copies gestures and words
from adults. Constant
babbling and single words
used during play.
Simple pretend play Plays
alone, although likes to be
near familiar adult Although
increasingly independent,
happiest when near familiar
adult
18 months to 2
years
Focuses on an activity of their
own choice but finds it difficult to
be directed by an adult Use of
child’s name beginning to help
them to attend to what an adult
says, e.g. ‘Sarah, eat sandwiches’,
‘Ali, put coat on’ .
Understanding of single words
develops rapidly during this stage:
anything between 200 and 500
words are known. Understands
more simple instructions, e.g. ‘Get
mummy’s shoes’, ‘Get your bricks’,
‘Tell dad tea’s ready.
Uses up to 50 words Begins to
put two or three words
together. Frequently asks
questions, e.g. the names of
people and objects (towards
two years of age).
‘Pretend’ play developing
with toys, such as feeding a
doll or driving a car. Becomes
frustrated when unable to
make self understood – this
may result in tantrums.
2 – 3 years Listens to talk addressed to
him/herself, but finds it difficult if
prompts are not provided, e.g.
use of name, ‘stop and listen’ .
Developing understanding of simple
concepts including in/on/under,
big/little. Understands phrases like
‘put teddy in the box’, ‘get your
book, coat and bag’, ‘draw a big
brown dog’.
Uses 300 words including
descriptive language, time,
space, function Links four to
five words together May
stutter or stammer when
thinking what to say.
Holds a conversation but
jumps from topic to topic.
Interested in other’s play and
will join in
3 – 4 years Enjoys listening to stories . Understands questions or
instructions with two parts: ‘get
your jumper’ and ‘stand by the
door’.
Uses sentences of four to six
words, e.g. ’I want to play
with cars’, ‘What’s that thingy
called?
Understands turn-taking as
well as sharing with adults
and peers.
4 – 5 years Attention is now more flexible –
the child can understand spoken
instructions related to a task
without stopping the activity to
look at the speaker .
Understands instructions containing
sequencing words; ‘first... after...
last’ Understands adjectives: soft,
hard, smooth, etc.
Uses well formed sentences,
e.g. ‘I played with Ben at
lunch time’ but there may still
be some grammatical errors.
Chooses own friends.
Generally co-operative with
playmates.

14. Basic Milestone of Speech and Language Development
Speech and language milestones Age range
Understand simple words(Mommy,Daddy,dog) 6-8 Months
Reduplicated babbling (ba-ba) 6-8 Months
Variegated babbling (ba-do-ke-ga-do) 6-8 Months
First words 10-14 Months
Two word utterances 16-20 Months
First grammatical morphems 1;10-2;2 Years
Multiword sentences 2;2-2;6 Years
Combination of sentences that describe events 3;2-3;6 Years
Understood by unfamiliar listeners (95% of consonants produced in adults) 3;10-4;2 years
Identifies beginnings sounds in spoken words 5;0-5;8 years
Decodes words 6;0-6;6 Years
Tells complex stories 8-10 years
Written stories are more complex than spoken stories 11-13 years
Combines information form multiple sources into research paper 14-15 years

15. Speech and language milestones Age range
Refines personal speaking and writing styles 15-20 Years
Uses vocation-specific vocabulary 21-24 Years
Consistent difficulty recalling names and content words 45-47 Years

16. Language Acquisition vs Language Learning
Language Acquisition Language Learning
Implicate subconscious process. Explicit, conscious, process.
Without formal instructory situation. Formal instructions/situations.
Automatically uses meaningful communication
without the need of any systematic studies.
Need to learn and memorize grammatical
rules.
Age limit: 6 years Comprise until puberty (
pinker,1994)
Age limit: Puberty and on.
Spotanious capabilities. Studial capabilities
It depends on attitude It depends on aptitude

17. Which is important for our assessment?
Language learning is
essential for assessment.
Language learning
helps to express our
feelings, desires to the
world around us.
In order to travel the
world, whether for
business or pleasure, it
is important to learn
other language for
communicate.
Beneficial for education.
It opens up a world of
job opportunities.
Establish deep
connection and cross-
culture friendship.