Chapter 2 The Tasks of the Toddler

Copyright 2016 Wadsworth Cengage Learning.
All Rights Reserved.
Chapter 2:
The Tasks of the Toddler

Chapter Highlights
 The Tasks of the Toddler
 A. Toddler Characteristics
 1. A brain as active as adults
 2. Starts symbolic communication with spoken words
 3. Recognizes conversational give and take
 4. Realizes everything has a name
 5. Four major language tasks concurrently
 a. phonology – sound
 b. syntax – rules
 c. semantics – word meanings
 d. pragmatics – social use, when and where
 6. Hypotheses and experiments with language

.
Chapter Highlights (cont.)
 B. Mother Characteristics
 1. Uses ‘parentese’—child directed speech
 2. May or may not view the toddler as a communicator
 3. May modify speech and seek communication interaction
 4. Cultural attitudes toward toddlers
C. Toddlers’ Growing Language Abilities and Accomplishments
1. Telegraphic speech—stringing words together
2. Learning grammar; sometimes using ungrammatical
sentences
3. Speech errors with new internal rules
4. Over-regularization and irregular and regular verbs
5. Use of intonation (tone of voice) and inflection (loudness of
voice)
6. Semantics (word meanings) and vocabulary

 7. A concept building mind. Recognizes elements that
identify.
 8. Learns that words are symbols for things.
 9. Sensory exploring
 10. Use of words to fit social situations-pragmatics
D. Attachment and Sense of Self
1. Becoming a social ‘animal’
E. Egocentric Speech to Inner Speech
1. Gesturing
2. First sententces

 3. Toddler-adult conversations
 4. Joint attention milestone
 5. Negatives
F. Adult Communication that Aids Toddler Language
Growth
1. Labeling and specific terms
2. Playing detective to discover child intent
3. Attuned
4. Providing a speech model
5. Acceptance instead of correction
6. Encouragement

 7. Recognition of accomplishment
 8. Word and action games
 9. Other adult language-developing behaviors
G. Planned Toddler Activities
1. Music activities
2. Symbolic and pretend play areas and equipment
3. Friendships with peers
4. Individual temperaments
5. Books – adult-readings
6. Choice and exploring freedom

 H. Advice to Families
1. Toddler-proofed areas
2. Sensory exploration
3. Conversations
4. Home language

Concept Building
 A skilled educator is good at helping children …..
 Recognize distinguishing characteristics
 See how the new relates to the past
 Make sense of life happenings
 Recognize distinguishing characteristics
 Make sense of life experiences
 See relationships
 See similarities and differences
 Store ideas and impressions
 Form conclusions
l Rights Reserved.

Concept Building (cont.)
 Reform conclusions
 Discover categories
 Mentally pair things with words

Major Tasks of Learning Language
 Learning semantics
Word meanings
 Learning pragmatics
Varying speech patterns for the social context

Phonology
 Flow of language makes distinguishing
sounds difficult for toddlers.
 Phonemes
Smallest unit of sound-implying different
meaning
 46 to 50 phonemes in English language
 Includes vowels, consonants, and blended sounds
 Developmental sequence

Morphology
 Morphology is the study of morphemes.
 Morpheme is the smallest unit of meaning.
Prefixes, suffixes
 Between ages of 2-4, children develop a
variety of morphemes.
 There is a common sequence in appearance
of morphemes.

Syntax
 Involves the rules and order of words
Between 18-24 months combine holophrases
to form telegraphic speech
Sequences within telegraphic speech have
acceptable grammatical sequences
Child unconsciously forms and revises rules
Almost completely mastered early on

Semantics
 Study of meanings and acquisition of
vocabulary
Toddlers best learn language in an active
way.
Hands-on involvement is crucial
Meanings of words are related to experiences

Pragmatics
 Study of how language is used within the
context of the situation
Examples of pragmatic skills
 Turn-taking talking
 Ability to stick to the topic
 Noticing non-verbal cues

Egocentric Speech to Inner Speech
 Egocentric speech (Vygotsky)
Child’s words or phrases accompany actions
Useful in toddler thinking
 Inner speech
Speech becomes internalized as part of
thought process

Characteristics
of Toddler Language
 Telegraphic speech
Many words omitted
 “Mary doll”
 Prosodic speech
Use of voice modulation and word stress

Music Enhances
Language (Wolf, 1994)
 Use short songs with limited words.
 Use music with repetitive phrases.
 Keep the melody simple within a reasonable
range.
 Use music with simple rhymes and rhythms.
 Select music of ethnic and cultural diversity.

Language Through Music
 Frequently used technique
Describe how a child moves to music:
 “Johnny is lifting his knees high up to his tummy.”
Encourages movement to music

Symbolic Play
 Between 12 to 15 months, children engage in
symbolic play
Pretend play
Play as a way to represent experiences
Use symbols to represent other objects

Use of Books with Toddlers
 Consider the following:
Predictable pattern
Rhyme and rhythm
Sensory input
Durability
Limited vocabulary
Simple plot
Illustrations that match the text

Book Sharing Techniques
 Select a time when child is alert and curious.
 Establish a special time for reading.
 Create interest with voice.
 Be responsive.
 Encourage attempts to name objects, turn
pages, speak, etc.

Literacy
 Literacy involves
Reading (picture reading)
Writing (scribble drawing)
Listening
Speaking
 How can we as teachers of toddlers plan
activities to enhance each area of literacy?

Chapter 2 The Tasks of the Toddler

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