Transcript Toddler Language Development Chapter 7

EARLY LANGUAGE DEVELOPMENT:
TODDLERS (chapter 7)
(12-24 mos.)
PowerPoint Outline**
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I. Development in Related Domains
II. First Words
III. Combining Words, Meaning, and Functions
IV. Development in Pragmatics
V. Phonological Processes
VI. Impact of Bilingualism
VII. Intervention for Toddlers Whose Language
is Delayed
We need to know typical language
milestones**
• For clinical purposes
• And for the PRAXIS!
Sample PRAXIS questions (not on our exam )
• Specifier + state + attribute + object
• Which of the following utterances can be
analyzed according to the syntactic structure
above?
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A. This is a pretty doll
B. Daddy talked to me
C. He is shorter than you
D. This goes with me
E. Mommy gave me a hug
Another one (are we having fun yet?)
• You are seeing a young child with an expressive
language delay. The child is at a stage of language
acquisition in which he has command of singular
nouns, regular plurals, “in,” and “on.” According to
Brown’s stages, which should you focus on next in
treatment?
• A. Adverbial phrases
• B. Reflexive pronouns
• C. Complex sentences
• D. Possessive pronouns
• E. Compound sentences
When working with a 10-month old infant on
developing object permanence, the SLP can most
appropriately have the infant:
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A. Play pat-a-cake
B. Visually follow a moving toy across the floor
C. Play peek-a-boo
D. Visually locate a musical toy by using its
sound
• E. Play with a pull toy
I. DEVELOPMENT IN RELATED DOMAINS
• A. Social Development
B. Motor Developments
Motor developments continued**
• 22 months: Kicks a ball
• 24 months: Turns book pages 2 or 3
at a time
A 2-year old can:**
• Walk on tiptoe
• Jump with both feet
• Engage in many self-help skills such as feeding
herself, opening doors, straightening a bed
C. Cognitive Developments
Cognitive developments continued
• First word
II. FIRST WORDS
To qualify as a true word:**
• It needs to occur with consistency in a given
context in apparent response to an
identifiable stimulus
• It should be produced consistently in the
presence of the same person, object, or event
• It must bear some phonetic resemblance to a
conventional adult word; it can be an
approximation of a real adult word
• Youtube Smartest 2-year old ever
(melaniew1977)
• Do you think this 2-year old is saying
real words?
In first words…**
• Front consonants /p, b, d, t, m, n/ are the
most common
• These children use simple syllable
patterns (e.g., CV, VC, CVCV)
Holophrases**
• Are early one-word utterances that convey a
holistic communicative intention
• For example, these utterances can request or
describe others’ actions (eat, ride, kiss)
• They can also ask questions (e.g., Why? What?
Who?)
Youtube
• Toddler Tries to Argue Like an Adult
• This child is 20 months old
There is rapid vocabulary growth:
If the child does not have a major language
growth spurt between 18-24 months of
age…
Therapy implication:
Remember that:**
• Toddlers’ receptive vocab grows faster than
expressive vocab
• New words: related to familiar objects, events,
relationships
Classes of First Words:**
• Nouns are prominent; may be 60% or more of a toddler’s
lexicon
• Usually these nouns have been frequently involved in the
toddler’s interaction with others
Toddlers often use reflexive relations:**
• Reflexive relations are early words
that indicate the state of objects
These reflexive relations include:**
• Disappearance: object that was
present disappears
• Recurrence—reoccurrence of items or
actions like the preceding one (e.g.,
“more!” “again!”)
Reflexive relations also include:**
• Existence: “this, that, what’s that?”
• Nonexistence: object not present
where it was anticipated to be
3 types of relational words (that express relationships
among objects):
• Attribution: express individual characteristics.
E.g., tall, clean, dirty, hot, funny.
• Action: actions associated with objects (e.g.,
eat, throw, kiss)
• Location: words that occur in response to
locations of objects or directions of their
movement (e.g., up, outside, in)
Children’s learning styles have an
impact:
• Referential learning
style: use more nouns
between 14-18 mos.
old
• Have more adult
contacts, use more
single words, gradually
build utterances
Expressive learning style:**
• More peer contacts
• Attempt to produce longer units
III. COMBINING WORDS, MEANING, AND
FUNCTIONS**
A. Introduction
Combining words is significant because it indicates
that toddlers:
Characteristics of true 2-word utterances:
B. Semantic-Syntactic Considerations**
• Semantic-syntactic rules emphasize that
meaning precedes and influences form
• The meaning most frequently expressed
by toddlers in two-word utterances
increasingly shifts to action
Semantic Relations (only the ones with an * are on the
test)**
• Agent + action*
Mommy kiss
• Action + object*
Pet doggy
• Agent + object
Cocoa bone (Cocoa is
associated with the
bone; this is not
possessive)
• Demonstrative + entity*
• Entity + locative*
That spoon
Cereal bowl (the
cereal is in the bowl)
• Action + locative
• Possesser + possession*
• Attribute + entity*
Put car
Mark toy
Yummy snack
IV. DEVELOPMENT IN PRAGMATICS**
• A. Introduction
Toddlers can stand, walk,
and run, the world opens
up!
Generally understand
cause-effect; behavior
influences caregivers’
actions
• Have object permanence
C. Developing Dialogue**
1. Presupposition—refers to speakers’ ability
to judge how much their listeners might
know about the subject being introduced and
to adapt their utterances accordingly.
Most conversations between toddlers and
caregivers are about the here-and-now, so
presuppositional skills are not much needed.
2. Turn-taking
• 3. Topic initiation —establishing a subject for
a conversation a speaker is about to begin.**
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Hey, get this…
Guess what?
By the way…
Did you know that…
• Then, introduce subject familiar to both
people
• Next, add new information
For example,**
• Hey, get this. You know that PayLess Shoe
store on Greenback where we love to get
those $15.99 pairs of shoes?
• Well, they closed! Now the only one even
remotely nearby is at Arden Fair mall.
Conversations with toddlers…**
• Develop out of things that have just engaged
their attention.
• “Drive car!”
• Usually dialogue follows
The social-cognitive basis for
communication…
This is why, in the special day
preschool classroom:**
• My absolute #1 goal is joint attention
Joint attention for developing
sounds!**
V. PHONOLOGICAL PROCESSES**
• Systematic procedures used by children to
make adult words pronounceable
• Children produce an approximation of an adult
model
VI.IMPACT OF BILINGUALISM**
• Higher maternal education is associated with
children having better English vocabularies,
faster English vocabulary development, and
greater knowledge of English
Simultaneous acquisition…
VII. INTERVENTION WITH TODDLERS
WHOSE LANGUAGE IS DELAYED**
• We can use direct intervention, where the
child is seen by the speech pathologist
• We can also use indirect intervention, where
we train caregivers such as parents and
preschool teachers to stimulate children’s
language development
Several specific techniques:**
• Incidental teaching: adult carefully observes
the child, takes advantage of spontaneous
teachable moments
• E.g. , if the child points to a cat, adult can say
“Look, there is a gray cat. I wonder why she
looks so funny?”
• Ask open-ended and topic-continuing questions
rather than closed questions**
• Closed question: “Do you want milk?”
• Open-ended question: “What would you like to
drink?”
• When the child says something, respond in a topiccontinuing way
• Child: I saw Sesame Street
• Teacher: Oh, that’s nice. (NO)
• Teacher: Wow! What happened on Sesame Street?
(YES)
Use communicative temptations:
Suggestions for communicative
temptations:
Most of all…**
• Language develops optimally when children get
plenty of attention
• Attention is the greatest reinforcer of all
PowerPoint Outline**
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I. Development in Related Domains
II. First Words
III. Combining Words, Meaning, and Functions
IV. Development in Pragmatics
V. Phonological Processes
VI. Impact of Bilingualism
VII. Intervention for Toddlers Whose Language
is Delayed