The document discusses normal language development in children from birth to age 3. It explains that language development begins in the womb and progresses through babbling, first words, two-word phrases, and simple sentences by age 3. Conversation skills improve with age as children develop vocabulary, grammar, and the ability to discuss topics not in the immediate present. The foundation for literacy is built during these early language years.

1. Normal Language Development A Presentation by Holly Kloiber-Dumproff WCTC December 10, 2009

2. What is Language? Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication. Contemporary views of human language hold that: language evolves within specific historical, social, and cultural contexts; language, as rule-governed behavior, is described by at least five parameters—phonologic, morphologic, syntactic, semantic, and pragmatic; language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors; effective use of language for communication requires a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and sociocultural roles. American Speech-Language-Hearing Association. (1982). Language [Relevant Paper]. Available from www.asha.org/policy

3. Language is different from speech. Language is made up of socially shared rules that include the following: What words mean (e.g., "star" can refer to a bright object in the night sky or a celebrity) How to make new words (e.g., friend, friendly, unfriendly) How to put words together (e.g., "Peg walked to the new store" rather than "Peg walk store new") What word combinations are best in what situations ("Would you mind moving your foot?“ could quickly change to "Get off my foot, please!" if the first request did not produce results)

4. Speech is the verbal means of communicating. Speech consists of the following: Articulation : How speech sounds are made (e.g., children must learn how to produce the "r" sound in order to say "rabbit" instead of "wabbit"). Voice : Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice). Fluency : The rhythm of speech (e.g., hesitations or stuttering can affect fluency

5. Parts of Language Include Syntax=grammar Morphology=smallest unit of meaning within grammar (happy, unhappy, happier) Pragmatics=social rules of language Semantics=word meanings Phonology=sound rules in language Comprehension Phonics= rules of the alphabet

6. We expect kids to have a grasp of most of these By age 3

7. The First Three Years Brain development occurs at such a rapid rate during this time Language development during this period of time is central to a child’s later success with literacy and communication The foundation is laid for the rest of the child’s life

8. Ages, Stages, and Accomplishments When does language start? What are reasonable expectations for a child? What makes language grow and mature? How can we get where we need to be by age 3?

9. Language Development Starts Early Research shows that babies hear in utero The sound of mom’s voice, music being played, and environmental sounds are the beginning of early language development Ref-How babies talk: the magic and mystery of language in the first three years ... By Roberta Michnick Golinkoff, Kathy Hirsh-Pasek

10. What needs to happen at: 0-3 mos. Child can express needs through crying Sooths to familiar sounds; caregiver’s voice, music, heartbeat Coos Smiles Reciprocal voicing-usually one syllable Recognizes parents and favorite objects Looks to parents and familiar objects

11. 3-6 mos. Laughs Two syllable babble Recognizes caregiver voice

12. 6-9 mos. Raspberries Polysyllabic babble Recognizes sounds Responds to facial expressions Visual Tracking

13. 9-12 mos. First attempt at “Mama” or “Dada” Inhibits to “No” Imitate gestures Play simple games Can follow 1 step command with a gesture

14. 12-18 mos. First words begin to develop (50+) Describes wants in 1-2 word utterances Points and labels objects Follows simple directions (1 step) Half of children this age are understood by strangers

15. 2 years Expresses thoughts in 2-3 words utterances Understands basic prepositional concepts (on, under, over, next to) Can describe items by their use Has conversations across several turns

16. 3-4 years Obtains information through questions (or, The Why Years) Average 3 year old asks 500 questions a day! Uses complete sentences with increasing vocabulary variety (pronouns used, adjectives appear, verb tenses played with) The average 4 year old says 1400 words per hour! The average 4 year old understands 10 new words per day. Knows so many words it is impossible to count them

17. This cannot happen without outside influences

18. 0-3 years Language Models Are Given Through Caregivers Siblings Books Music Routines Socializing Experiences

19. Conversation is King Conversation is like a game of catch In the beginning, the child waits for the ball to be thrown to him or her about half the time “ Balls” can only be thrown one at a time By throwing a ball, you have contributed to someone’s conversation Your job is to “catch” the ball by responding appropriately, then throwing the ball back

20. Early Conversations Often the child will “catch” the ball, but then not throw back Ex. Mother “Hi Janey! How are you?” Janey smiles.

21. Early Conversations Sometimes the child will let the speaker’s ball fall to the ground, and toss one of their own balls back Ex. “Hi Janey! How are you?” “ I want a new dolly.”

22. Conversational skills… Improve with practice Become more efficient as the child masters syntax, semantics, pragmatics, and morphology

23. How do we have “conversations” with babies? Joint attention Parallel play Facial expressions Back and forth games

24. How do we have conversations with toddlers? Expansion Enrichment Use topics of interest Play Experiences

25. How do we have conversations with young children? Listen Pretend play Expand and enrich Explain (Answer the 500 questions as best possible) Ask

26. 3-5 The Early Childhood Adventure

27. Narrative: a series of sentences that present an orderly and interconnected sequence of events

28. What are narrative skills? After 36 months, conversation shifts from “here and now” to more abstract topics Children start to develop the ability to tell someone (who wasn’t at the event) what already happened

29. Narrative skills require Increased levels of language understanding (syntax, semantics, phonology, morphology) World knowledge

30. Example of a narrative at 33 months We bought a baby. Cause, the, well, because, when she, well, we thought it was for Christmas, but when we went to the store we didn’t have our jacket on, but I saw some dolly, and I yelled at my mother and I said I want one of those dolly. So after we finished with the store, we went over to the dolly and she bought me one. So I have one. Ref-How babies talk: the magic and mystery of language in the first three years ... By Roberta Michnick Golinkoff, Kathy Hirsh-Pasek

31. What would you ask that little girl?

32. How do we improve narrative skills in children? Children learn narrative skills by overhearing adults produce narratives Adults help children produce early narratives by creating structure and asking the child to “fill in the blanks” Adults ask pertinent questions after the narrative to help the child fill in the missing information

33. Narratives are… Sequential Scene based Informational Does this sound like anything else?

34. Ways to include narratives Experience books Show and tell Open ended questions (“tell me about your day…”) Draw and tell

35. Language and Literacy Research has shown strong evidence that children who have a firm grasp of expressive and receptive language skills by age 3; transition into reading and writing skills with greater ease

36. Early language learning is… Essential to literacy A predictor of later success Something that doesn’t “just happen”

37. Holly Kloiber-Dumproff M.S.;CCC-SLP Speech-language Consultant Wisconsin Educational Services Program for the Deaf and Hard of Hearing Outreach [email_address]