Early word learning Vocabulary development

1 word learning

1.1 phonological development
1.2 babbling
1.3 vocabulary spurt

early word learning

infants begin understand words such mommy , daddy , hands , feet when approximately 6 months old. initially, these words refer own mother or father or hands or feet. infants begin produce first words when approximately 1 year old. infants first words used in reference things of importance them, such objects, body parts, people, , relevant actions. also, first words infants produce single-syllabic or repeated single syllables, such no , dada . 12 18 months of age, children s vocabularies contain words such kitty , bottle , doll , car , eye . children s understanding of names objects , people precedes understanding of words describe actions , relationships. 1 , 2 first number words children learn between ages of 1 , two. infants must able hear , play sounds in environment, , break various phonetic units discover words , related meanings.

phonological development

studies related vocabulary development show children s language competence depends upon ability hear sounds during infancy. infants perception of speech distinct. between 6 , ten months of age, infants can discriminate sounds used in languages of world. 10 12 months, infants can no longer discriminate between speech sounds not used in language(s) exposed. among six-month-old infants, seen articulations (i.e. mouth movements observe others make while talking) enhance ability discriminate sounds, , may contribute infants ability learn phonemic boundaries. infants phonological register completed between ages of 18 months , 7 years.

children s phonological development proceeds follows:

6–8 weeks: cooing appears

16 weeks: laughter , vocal play appear

6–9 months: reduplicated (canonical) babbling appears

12 months: first words use limited sound repertoire

18 months: phonological processes (deformations of target sounds) become systematic

18 months–7 years: phonological inventory completion

at each stage mentioned above, children play sounds , learn methods them learn words. there relationship between children s prelinguistic phonetic skills , lexical progress @ age two: failure develop required phonetic skills in prelinguistic period results in children s delay in producing words. environmental influences may affect children s phonological development, such hearing loss result of ear infections. deaf infants , children hearing problems due infections delayed in beginning of vocal babbling.

babbling

babbling important aspect of vocabulary development in infants, since appears practice producing speech sounds. babbling begins between 5 , 7 months of age. @ stage, babies start play sounds not used express emotional or physical states, such sounds of consonants , vowels. babies begin babble in real syllables such ba-ba-ba, neh-neh-neh, , dee-dee-dee, between ages of 7 , 8 months; known canonical babbling. jargon babbling includes strings of such sounds; type of babbling uses intonation doesn t convey meaning. phonemes , syllabic patterns produced infants begin distinctive particular languages during period (e.g., increased nasal sounds in french , japanese babies) though of sounds similar. there shift babbling use of words infant grows.

vocabulary spurt

as children older rate of vocabulary growth increases. children understand first 50 words before produce them. age of eighteen months, children typically attain vocabulary of 50 words in production, , between 2 , 3 times greater in comprehension. switch stage of slow vocabulary growth later stage of faster growth referred vocabulary spurt. young toddlers acquire 1 3 words per month. vocabulary spurt occurs on time number of words learned accelerates. believed children add 10 20 new words week. between ages of 18 24 months, children learn how combine 2 words such no bye-bye , more please. three-word , four-word combinations appear when of child s utterances two-word productions. in addition, children able form conjoined sentences, using and. suggests there vocabulary spurt between time child s first word appears, , when child able form more 2 words, , eventually, sentences. however, there have been arguments whether or not there spurt in acquisition of words. 1 in 5 children have spurt. suggests children not have vocabulary spurt.