Stages of language development

2. Pre-Linguistic
Stage

3. First year of life the child
Development of gestures
Making adequate eye contact
Cooing, babbling and crying

4. Holophrase
Stage

5. One-word stage
10-13 months of age
The person speaks one word at a
time.
He or she learns to direct
activities, request, and label.

6. Two-Word Stage

7. 18 months
The person learns more words.
He or she begins to combine
words to make phrases.

8. Telegram Stage

9. Developing Stage
 Between two and a half and three
years old.
The person combines words in
meaningful order.

10. Near-Adult Grammar
Stage

11. Between three and five years of
age
The person combines words in
meaningful order.

12. Full Competence
Stage

13. Late childhood.
The person understands most
grammar rules.

14. LANGUAGE DEVELOPMENT
CHART

27. 6
Years
In addition to the above
consonants these should be
mastered: f, v, sh, zh, th,1
He should have concepts of 7
Speech should be completely
intelligible and socially useful
Should be able to tell one a rather
connected story about a picture,
seeing relationships
Between objects and happenings

31. Psychological Factors

32. Standard of Care
Economic Standing
Psychological Disorders
Social Fear

35. Children’s speaking and listening skills lead the
way for their reading and writing skills, and
together these language skills are the primary
tools of the mind for all future learning.

- Roskos, Tabors, & Lenhart, 2005, p.
v.

36. Proficiency in oral language provides
children with a vital tool for thought.
Without fluent and structured oral
language, children will find it very
difficult to think.
–Jerome Bruner (1983)

37. Benefits in understanding text by applying
letter-sound correspondences to printed
material come about only if the target
word is in the learner’s oral vocabulary.
When the word is not in the learner’s
oral vocabulary, it will not be understood
when it occurs in print.
- National Reading Panel Report (2000), pp. 4-3

38. SEMANTICS

39. General
Relationship
Function/meaning
Agent States that individual performing the action
Action Requests action
Object Comments on the object of action
RecurrenceRequests/comments on repetition of activity/object
NonexistenceComments on nonexistence/disappearance of object or person
CessationComments on cessation of activity
RejectionProtests/comments on undesired action or something forbidden
Location Comments on spatial location
PossessionComments on possession of object
Agent actionComments on agent and action
Action objectComments on action and object
Agent action
object
Comments on agent, action, and object
Action object
location
Comments on agent, action and location

40. VOCABULARY

41. Tier One Words (Conversational Language)
Tier Two Words (Robust Language)
Tier Three Words (Content-Specific
Language)

42. SYNTAX

43. 12 months old
Children begin to use one-word
utterances

44. 18 months old
Children combine words into two- and
three-word utterances

45. 3 years old
Children begin to learn complex
sentences structure

46. SPEECH

47. INFANTS (BIRTH TO 18
MONTHS)
Child communicates needs, wants, feelings, or
thoughts through words, gestures, actions, or
expressions:
Cries to indicate different needs
Begins to use words and gestures to communicate
(coos, babbles, makes sounds, uses sign language,
etc.)
Begins to initiate interactions with adults and peers

48. Child communicates for a variety of
purposes:
Signals for more
Greets adults and peers

49. The Infant
 Communicates nonverbally with adults
and other children (reaches for or turns
away to end an interaction, waves,
smiles, etc.)
 Communicates verbally with adults and
other children (cries, babbles, uses
simple words or signs, etc.)

50. Engages in vocal play and back and
forth communication games with
responsive adults
Communicates needs and interests to
get responses from others for comfort,
warmth, nourishment and satisfaction

51. The Adult
Uses alternate ways to communicate
when needed (sign language, gestures,
etc.)
Builds on children‛s interests to
introduce new words and ideas during
play activities and daily routines

52. Engages children in back and forth
communication
Creates a climate of trust by responding to
infants‛ cues and communications
Understands that young infants do not
intentionally cry or act out in order to “be
naughty” or “make you angry”, but that they
are developing ways to communicate their
wants and needs.

53. TODDLERS (18 MONTHS TO 3
YEARS)
Child communicates needs, wants,
feelings, or thoughts through words,
gestures, actions, or expressions
Uses words, phrases, short sentences
and gestures to communicate
Child communicates for a variety of
purposes
Asks questions

54. Initiates social interactions with other
children and adults
Communicates to show or share with
adult
Child uses new vocabulary words that
they have learned

55. The Toddler
Communicates nonverbally through
expressions and gestures
Communicates verbally ranging from
single words to simple sentences

56. Uses words or phrases to express
wants, seek attention, protest, comment,
or offer greetings
Names objects or actions in picture
books
Asks questions to achieve more
information (“What‛s that?” , “Why?”
etc.)

57. The Adult
Uses alternate ways to communicate
when needed (sign language, gestures,
etc.)
Builds on children‛s interests to
introduce new words and ideas during
play activities and daily routines

58. Provides opportunities for children to
engage in conversation
Responds to toddlers‛ cues and
communications
Engages children in back and forth
communication