Pragmatics refers to the social rules and conventions governing language use. It involves how something is said, the speaker's intention, and the relationship between participants within a cultural context. Pragmatic language skills develop similarly to other developmental milestones from birth through childhood. Delays can be associated with processing difficulties, learning disabilities, social-emotional issues, or cultural differences. Children with pragmatic difficulties have trouble maintaining conversations and may appear rude or self-involved. The document then outlines typical pragmatic language development milestones from birth to age 6.

2. o The study of the particular aspect of human action and
thought.
o The study of the use of linguistics signs, words and
sentences in actual situation.
Pragmatics refers to underpinnings of conversation:
 how something is said
 intention of the speaker
 relationship between the participants
 and culture expectations of the exchange

3.  Children acquire the pragmatic development in the same
way that they acquire milestone in other areas of
development
 Pragmatic language skills such as eye contact and smiling
begins to develop soon after birth.
 In normal language development children learn about the
rules of verbal interaction, such as how to engage others,
maintain comfortable speaking difference, change topics,
clarify messages, and add verbal or nonverbal information.
 Delays in pragmatic language development can be
associated with auditory processing difficulties, learning
disabilities, social emotional issues or cultural difference

4.  Children with pragmatic language development
difficulties have great trouble in using language:
 Talk over another speaker
 Respond with inappropriate silences
 Shift topics abruptly
 Talk irrelevantly
 Their behavior may appear, rude, distracted or self-
involved

5.  Birth to 3 Months
• Briefly looks at people
Follows moving person with eyes
 Aware of strangers and unfamiliar situations (1-
4months)
 Cries differentially when tired, hungry or in pain
 Quiet in response to sound
 3 to 6 Months
 Responds to name by looking for voice(4-8months)
 Fixes gaze on face
 Occasionally localizes in response to speech

6.  6 to 9 months
 Enjoys being played with(4-8 months)
 Recognize familiar people
 Cries when parent leave the room
 Imitates familiar sounds and actions
 9 to 12 months
 Shouts or coughs to attract attention
 Waves “bye”
 Use pointing to learn new vocabulary (people in
environment label things as child points)

7.  Extends arms to pick up
 Participates in games such as “peek a boo”
 Begins to very behavior according to emotional
reaction of others: repeat actions that are laughed at
 12 to 18 months
 Brings objects to show an adult
 Solicits anothers attention vocally, physically and
possibly with a word approximation
 Protest by saying “no” shaking head, moving away,
frowning or pushing objects away

8.  Say “by” and possibly a few other conversational
words such as “hi” “thank you” and “please”
 18 to 24 months
 Use simple words or short phrases to express the
intention listed at 12-18 month level
 Names objects in front of others
 Say “what ‘s that” to elicit attention
 Begins use single words and two words phrase to a
command(move) indicate possession (mine)

9.  2 to 3 years
 Expresses emotions
 Engages in short dialogues
 Begins using language in imaginative ways
 Use attention getting words such as “hey”
 Verbally introduces and changes topic of discussion
 3 to 4 years
 Engage in longer dialogues
 Appropriate eye contact
 Terminates conversation appropriately

10.  5 to 6 years
 Correctly use deictic items such as this, that, here, there
 Tells a story by looking at pictures
 Ask permission to use other belongings
 Use such terms such as “thank you” “you are
welcome” appropriately
 States a problem
 Recognizes another need for help and provide
assistance

11. Thank you….