EARLY LANGUAGE DEVELOPMENT: TODDLERS (chapter 7) (12-24 mos.)

PowerPoint Outline** 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!

I. DEVELOPMENT IN RELATED DOMAINS A. Social Development

B. Motor Developments

Motor developments continued

A 2-year old can:

C. Cognitive Developments

Cognitive developments continued

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

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

Mark McKibbin’s nouns: (not on test) squirrel, horse, Grandma, Grandpa, bath, juice, grapes, Casey, Thomas (the tank engine) and of course, Mommy and Daddy 

Toddlers often use reflexive relations:** Reflexive relations are early words that indicate the state of objects

These reflexive relations include:

Reflexive relations also include:

3 types of relational words (that express relationships among objects):

Children’s learning styles have an impact

Expressive learning style:

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* That spoon Entity + locative* Cereal bowl (the cereal is in the bowl) Action + locative Put car Possesser + possession* Mark toy Attribute + entity* 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.** 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

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

Have the parent read with the child In this video of Dao and Joseph, what is Dao doing right to have Joseph read interactively with him in Hmong and English? Celeste Roseberry youtube

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 topic-continuing 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:

Youtube video Tempting Your Child to Communicate During Speech and Language Therapy (Part 2) Letsgrowspeech

Most of all…** Language develops optimally when children get plenty of attention Attention is the greatest reinforcer of all

PowerPoint Outline** 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