EARLY LANGUAGE DEVELOPMENT: TODDLERS (12-24 mos.)

1
EARLY LANGUAGE DEVELOPMENT TODDLERS(12-24
mos.)
2
We need to know about normal milestones in all
areas

• Often, when a young child has a delay or
  challenge (language delay, mental retardation,
  autism spectrum), the speech pathologist is the
  first one to see him
• Thus, we need to know basics of development in
  all areascognitive, social, motor
• If we see problems in any of these areas, we can
  immediately refer to appropriate professionals
  and the child can receive early intervention

3
I. DEVELOPMENT IN RELATED DOMAINS (McLaughlin
Development Milestones pp. 219-220lecture only)

• A. Social Development

4
B. Cognitive Developments
5
C. Motor Developments
6
II. FIRST WORDS
7
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

8
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)

9
There is rapid vocabulary growth
10
According to Berko Gleason Ratner 2009
11
If the child does not have a major language
growth spurt between 18-24 months of age
12
Therapy implication
13
Remember that
14
Children know words at 5 levels

• 1.
• 2.

15

• 3.
• 4.
• 5.

16
Classes of First Words

• Nouns are prominent may be 50 or more of a
  toddlers lexicon
• Usually these nouns have been frequently involved
  in the
• toddlers interaction with others
• Mark McKibbins nouns Cocoa, squirrel, horse,
  Grandma, Grandpa, bath, juice, grapes, Casey,
  Thomas (the tank engine) and of course, Mommy and
  Daddy ?

17
Toddlers often use reflexive relations

• For the test, please be sure to know the chart
  at the bottom of p. 237 (Table 6-3)
• Reflexive relations are early words that indicate
  the state of objects

18
These reflexive relations include
19
3 types of relational words (that express
relationships among objects

• Attribution these 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 the
  locations of objects or directions of their
  movement (e.g., up, outside, in)

20
Pages 239-242

• Are not on the examyay!

21
III. COMBINING WORDS, MEANING, AND FUNCTIONS

• Pages 244-the middle of 248 are not on the exam
  pick up your reading in the middle of page 248
  where it says Semantic-Syntactic Considerations

22
A. IntroductionCombining words is significant
because it indicates that toddlers
23
Characteristics of true 2-word utterances

• 1.
• 2.
• 3.

24
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
• Please know Table 6-5 on the bottom of page
  249Browns prevalent semantic relations in
  2-word utterances (this is always on the PRAXIS!)
  You only have to know the ones that have an on
  the next slide

25
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 That spoon
• Entity locative Cereal bowl (the
  cereal is in the bowl)
• Action locative Put car
• Possesser possession Mark toy
• Attribute entity Yummy snack

26
IV. DEVELOPMENT IN PRAGMATICS

• A. Introduction

27
B. Dores Primitive Speech Acts

• (Hallidays functions on pp. 223-top of 225 are
  not on Test 2, but I encourage you to review them
  before the PRAXIS)
• A primitive speech act (PSA) is a distinctive
  vocalization or word, often accompanied by a
  gesture, to communicate intentions
• Table 6-1 on p. 224you just have to know the
  lecture notes

28
Dores Primitive Speech Acts (p. 224)
29
(No Transcript)
30
C. Developing Dialogue

• 1. Presuppositionrefers 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.

31

• 2.

32
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.

33
Conversations with toddlers
34
3. Turn-taking
35
V. TODDLERS TOOLS FOR LANGUAGE DEVELOPMENT

• A. Selective Imitation

36
B. Hypothesis Testing
37
C. Interrogative Utterances
38
VI. CAREGIVERS TOOLS FOR THEIR TODDLERS
LANGUAGE DEVELOPMENT

• We previously discussed motherese, also called
  CDS (child-directed speech)
• Caregivers often use prompts, which evoke toddler
  utterances

39
Types of Prompts Include

• 1. Open-ended questions, e.g. What happens if we
  dont feed the dog?
• 2. Wh-constituent questions, which require
  toddlers to recall associated information from
  their experience and formulate a specific
  response. For example, What does a policeman do?

40

• 3.
• 4.
• 5.

41
Caregivers can also use
42
For example

• Expansion
• Mark Cocoa eat dog chow.
• Mommy Yes, Cocoa eats her dog chow.
• Extension
• Mark Cocoa eat dog chow.
• Mommy Yes, Cocoa eats her dog chow so she can be
  strong and healthy.

43
In terms of books with toddlers
44
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 childrens language
  development

45
Several specific techniques
46

• 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
  topic-continuing way
• Child I saw Sesame Street
• Teacher Oh, thats nice. (NO)
• Teacher Wow! What happened on Sesame Street?
  (YES)

47
Use communicative temptations
48
Most of all