PROFED REVIEWER

UNIT 2: LINGUISTIC DIMENSION OF DEVELOPENT

LANGUAGE DEVELOPMENT
 One of the most important aspects in understanding human growth.
 It is the process by which children come to understand and communicate language during
early years in life.

COMMUNICATION SKILLS DURING INFANCY

RECEPTIVE LANGUAGE
0-3 months
Babies learn to turn to their parent who is
speaking at them and smile when they hear
the familiar voice.
4-6 months
Babies respond to the word “no”. They are also
responsive to the changes in the tone of voice,
and to sounds other than speech.
7-12 months
This time frame is exciting and fun as the baby
now obviously listens when spoken to, turns
and looks at one’s face when called by name.
1-2 years
At this period, the child can point two pictures
in a book when we name them, and can point
to a few body parts when asked.

EXPRESSIVE LANGUAGE
0-3 months
The baby smiles when a caregiver comes into
view. He or she repeats the same sounds a lot
and coos and goes when consent.
4-6 months
Gurgling sounds or "vocal play" occur when
you are playing with your baby or when they
are occupying themselves happily.
7-12 months
The sounds of your baby's babbling changes.
This is because it now includes more
consonants, as well as long and short vowels.
1-2 years
Now your baby is accumulating more words as
each month passes.
INFANTS' LANGUAGE DEVELOPMENT MILESTONES

STRATEGIES IN TEACHING INFANTS according to Wittmer and Petersen (2016).

1. Use Self-Talk and Parallel Talk
2. Respond and Take turns — Be an Interactive Language Partner
3. Read, sing and say nursery rhymes
4. Respond to Nonverbal Communication
5. Use Infant-Directed Speech

COMMUNICATION SKILLS DURING TODDLERHOOD

RECEPTIVE LANGUAGE
2-3 years 3-4 years
By now the toddler will understand two-stage Already understands simple "Who?", "What?"
commands and understand contrasting and "Where?" questions and can hear you
concepts of meanings like hot or cold, stop or when you call from another room.
go, in or on and nice.

4-5 years
At this stage, the child's ability to hear properly
all the time should not be in doubt.
 EXPRESSIVE LANGUAGE
2-3 years
Your two or three year old's vocabulary is 4-5 years
exploding! He or she seems to have a word for
almost everything Your child speaks clearly and fluently in an
easy-to-listen-to voice. He or she can
3-4 years construct long and detailed sentences.
Sentences are becoming longer as your child
can combine four or more words. He or she
talks about things that are interesting to him or
her.

STRATEGIES IN TEACHING TODDLERS according to Wittmer and Petersen (2018)

1. Build Relationships — Be an Empathetic 4. Use Joint Attention Strategies

Language Partner
5. Use the Four E-Approach
2. Respond and Take Turns — Be an
Interactive Language Partner 6. Use Semantically Responsive Talk

3. Talk Often with the Child, Using a Rich and 7. Use Questions and Control Carefully
Varied Vocabulary 8. Listen with Your Eyes

COMMUNICATION SKILLS DURING MIDDLE CHILDHOOD

According to Oswalt (2007), children will master several subtle but powerful communication
skills during their middle childhood years. First, school-aged children learn how to emphasize or
stress certain syllables so as to alter the meaning of words and sentences.

 Next, children develop metalinguistic  Children technical communication skill

awareness during Middle Childhood.
This skills helps them begin to
appreciate that communication carry
multiple layers of meaning at once,
beyond just the surface layer and the
literal meanings of the basic words that
are used.
also improve during this period.
Children grasp of grammar improves,
ending them to start using more
complex sentences structures in their
speech and writing.

Meanwhile Ormrod (2018) present a more define linguistics skills with its appropriate
strategy to support linguistic skills during Middle and late childhood as follows:
By age 6 which children already possess the following linguistic skills;
 knowledge of 8,000 to 14,000 words
 overdependence on words older and context instead of syntax when interpreting messages
 superficial understanding of being a good listener •mastery of most sounds some difficulty
pronouncing r, th, ar, sl and str
 occasional use of regular word endings (s,-ed,-er) •basic etiquette in conversation (e.g.,
taking turns, answering questions)
 reluctance to initiate conversations with adults
By age 9, the children has already master the following linguistic skills;
 increasing understanding of temporal words (e.g., before, after and comparatives (e.g.,
bigger, as big as)
 incomplete knowledge of irregular words forms
 increasing awareness of one's sentences are and are not grammatically correct
 pronunciation of all sounds in one's language
 sustained conversations about concrete topics
 increasing ability to take listeners prior knowledge into account during explanation
 constructions of stories with plots and cause-and-effects relationship
 linguistic creativity and word play

By age 12, the children has already master the following basic skills;
 knowledge of all about 50,000 words
 increasing awareness of the terminology used in various academic disciplines
 some confusion about when to use various connectives
 ability to understand complex, multi clause sentences
 emerging ability to look beyond literal interpretations; comprehension proverbs and
increasing ability to detect sarcasm
 emerging ability to carry on lengthy conversations about abstract topics.
 significant growth in meta linguistic awareness

LINGUISTIC SKILLS DURING ADOLOSCENCE

Language development during adolescence the gradual process. Changes still take place
but they are harder to see. Children need to learn develop relationships and join social
activities on their own. According, at the age 12 to 15 children:
 Use longer sentences; usually 7-12 or more
 Know how to use sarcasm. Oh when others are being sarcastic to them.
 Be able to change topic well in conversations
 Use more subtle and witty humor
 Show some understanding of idioms, such as "put your money where your mouth is!"
 Know that they talk differently to friends than to teachers.
 Understand and use slang words with friends. They keep up with rapidly changing 'street talk'
As children get older at the age of 16-18, they can;
 Follow complicated instructions.
 Know when they haven't understood. Ask to be told again
 Easily swap between "classroom talk" to break "time talk"
 Tell long and very complicated story
To support children's communication during adolescence, there are lots of things one can
do such as:
 Encourage opportunities to talk without making them feel under pressure.
 Use opportunities for chatting like mealtimes