Stages of Development:
Stage 2 (27-30 months)
Stage 3 (31-34 months)
Stage 4 (35-40 months)
Stage 5 (41-46 months)
Stage 2:
27-30 months with an MLU 2.0-2.5
Modulations of Meaning
Pronouns
Auxiliary Verbs
Phrases
Negation (no, not, none)
Asking Questions
Requests and Demands
Semantics (new words)
Pragmatics and Conversation
Metalinguistics
Use of grammatical morphemes (overext
Stage 2 - Modulations of Meaning
modify or regulate production of words to change its meaning (adding endings)
14 Grammatical Morphemes:
In
On
Uncontractible Copula
Contractible Copula
Uncontractible Auxiliary
Contractible Auxiliary
Regular Past Tense
Irregular Past Tense
Regular 3rd Person Singular
Irregular 3rd Person Singular
Regular Plural
Possesive
Present Progressive
Articles
Present Progressive
running" or "walking" (19-28 months)
In vs. On
in cup" vs. "on table" (27-30 months)
Regular Plural
boys and girls" (27-33 months)
Irregular Past Tense
went" (25-46 months)
Possessive
Sally's" (26-40 months)
Uncontractible Copula
Sally was sad" (27-39 months)
Articles
the ball" or "a dog" (28-46 months)
Regular Past Tense
looked" or "watched" (26-48 months)
Regular 3rd Person Singular
eats" (26-48 months)
Irregular 3rd Person Singular
has food" (28-50 months)
Uncontractible Auxiliary
I was eating" (29-48 months)
Contractible Copula
Sally's bad" (29-49 months)
Contractible Auxiliary
he's running" (30-50 months)
Stage 2 - Pronouns
words used in place of a noun, begins in stage 1 or 2 but not fully mastered until age 5, acquired in a predictable manner, and can indicate gender or lack of gender and number of items (use of is/are)
Subjective Pronouns
he, she, it
Objective Pronouns
me, her, him, them
Possessive Forms
hers, his, theirs, mine
Reflexive Forms
yourself, herself, himself
Stage 2 - Auxiliary Verbs
helping verbs, may begin to use but will not be consistent, age of acquisition, research varies (50% mastery)
Primary Auxiliary Verbs
have, do (27 months)
Secondary Auxiliary Verbs
modals" can, shall, will (30 months)
Semi-Auxiliary Verbs
gonna, hafta, wanna
Stage 2 - Phrases
combinations of words that serve a grammatical purpose and are related in some way but do not complete a sentence
Noun Phrase
contains a noun and words that describe the noun (my/mine, this/that)
Verb Phrase
contains a verb and other supporting or qualifying words (-ing endings and semiauxiliary verbs)
4 Types of Modifiers:
1. Determiners
2. Adjectival
3. Initiator
4. Postmodifier
1. Determiners
first unit in a noun phrase
articles (a/the)
possessive (my/mine)
demonstrative (this)
qualifier (some)
2. Adjectival
modifies the noun and can be an adjective
ordinal (last)
qualifier (number)
3. Initiator
comes before the determiner and limits the noun ("only")
4. Postmodifier
comes after the noun (any verb)
Stage 2 - Negation
begins in late stage 1 and basic use is mastered by early stage 4, it is used to express nonexistence ("all gone"), rejection ("no peas"), and denial or disagreements ("This is a tiger." "No it cat")
Late stage 1 - Early stage 2 "No kick that"
Late stage
Stage 2 - Asking Questions
asking yes/no questions and "wh-" questions by adding rising intonation (25-28 months)
Late stage 1 - Early stage 2 "Go bye-bye?"
Late stage 2 - Early stage 3 "What daddy doing?"
Late stage 3 - Early stage 4 "Why is he eating?
Stage 2 - Requests and Demands
the ability to produce correct imperative sentences (31 months) which is a sentence that gives advice/instructions or expresses a request/command like "pick up the shoe": the use of body language and prosodic variations help to convey message
Stage 2 - Semantics
between the ages of 18 months-6 years 9 new words are learned per day, 6 years olds may be able to comprehend 14,000 words while 2 year olds can only express 200 to 300 words, stage 2 kids use about 400 words, fast mapping is gathering information to make
Stage 2 - Pragmatics and Conversation
begins to use "please", talks more frequently and more completely, better able to gain the attention of listener, more complete and meaningful responses to comments and questions, able to introduce new conversation topics, topic maintenance only last for
Conversational Repairs
revision of a message when the listener is unable to understand
Stage 2 - Metalinguistics
ability to think about language and manipulate the components of langauge, attention to the regularity of rhythms and phrases, imitations of songs and dance
Stage 3:
31-34 months with an MLU of 2.5-3.0
Morphological Development
Phrases and Sentences
Questions
Pragmatics and Conversation
Narratives
Metalinguistics
Stage 3 - Morphological Development
begins in stage 2 and continues to develop in stage 3: more consistent use of personal pronouns (your, yours, she, he, we), demonstrative pronouns (this, that, these, those), articles (a, the), qualifiers (a lot), adjectives (big), and auxillary verbs (ca
Stage 3 - Phrases and Sentences
more complete and meaningful phrases are created due to increased understanding and use of grammatical morphemes, overextension of past tense for irregular verbs "he runned fast", more advanced use of negation "don't throw it
Stage 3 - Questions
inverts auxiliary verbs "Can he have a cookie?", inverts copula verbs "Am I going?", what and where type questions are the most frequent, emerging use of why, who, and how
Stage 3 - Pragmatics and Conversation
approximately 2 conversation turns on a topic, difficulty noted in commenting on absent items or events, unable to rely on nonverbal communication, topic collaborating, may rely on answering questions to stay on topic, conversational repairs continue to i
Topic Collaborating
repeating all or part of the partners utterances to remain on topic
Stage 3 - Narratives
caregivers provide support to teach narratives, helps teach structure to language sequences, helps provide a way for children to think about and remember information, narrative discourse, presuppositional skills, language ability required to talk about ep
Narrative Discourse
at least 2 utterances in order about a past or future event
Stage 3 - Narratives in Past Events
beginning to use recounts, protonarratives, accounts, and organizational strategies like chaining and centering
Recounts
a statement about a child's day
Protonarratives
a statement about a past event
Accounts
a statement that spontaneously retells a story of a past event
Chaining
an organizational strategy that puts events into a logical order
Centering
an organizational strategy that builds a story around a theme
Stage 3 - Metalinguistics
awareness of rhythms continue, crave repetition of interactive games like dancing, responds to predictable patterns, book sharing activities, and print interest
Print Reference
cues from the caregiver that direct attention to pictures and print, focuses on vocabulary, and teachers knowledge on book awareness
Stage 4:
35-40 months with an MLU of 3.0-3.75
2-4 word utterances
Phrases
Morphology
Pragmatics, Conversation, Narratives
Metalinguistics and Emergent Literacy
Stage 4 - Phrases
uses a phrase within a clause, uses complex sentences by embedding one clause in another, uses compound sentences by joining 2 independent clauses ("and"), different types of phrases emerge but not mastered until later
4 Types of Phrases:
Prepositional
Participal
Infinitives
Gerund
Prepositional Phrases
a preposition with an object, modifiers, and another object
Participal Phrases
a verb form ending in -ing, -ed,- en, or -t
Infinitive Phrases
a verb form introduced with "to" or "in order to
Gerund Phrases
a verb form ending in -ing functions as subject or object
Stage 4 - Morphology
use of (they, us, hers, her, his, and them), use of modifiers (some, something, other, more, one, two, and another), use of past tense modals (could, would, and should), begins to add "be" and -ing verb forms, uses modifier in front of noun, difference in
Stage 4 - Pragmatics and Conversation
pausing in conversation, further development of the "art of pausing" in conversation, topic maintenance is 1 to 2 turns but is dependent on the interest in topic (similar to adults ability), perfecting presuppositional skills, able to better determine inf
3 Specific Emerging Skills:
Anaphoric Reference
Deixis
Grammatical Ellipses
Anaphoric Reference
the use of pronouns to refer to items already mentioned in conversation
Deixis
processing information from another persons perspective (the idea that certain words mean different things based on who says them)
Grammatical Ellipses
omission of information when they assume the listener already has it
Deicitic Word Pairs
here/there, this/that, I/you, my/your
Stage 4 - Pragmatics, Conversation, Narratives
presuppositional skills are dependent on cognitive and linguistic level of speaker, requests and commands are nonverbal, direct "Get me milk, NOW!", indirect "Could you get me milk, please?" OR "I sure could use a drink!" which adds a polite and positive
Stage 4 - Metalinguistics and Emergent Literacy
increased interest in books and metalinguistic skills, print referencing, establishes foundational literacy skills, caregivers actions during book-sharing activities
Foundational Literacy Skills
print functions, print organization, print concepts, word concepts, letter knowledge, and part-to-whole word relationships
Caregiver's Actions During Book Sharing Activities
pointing to words and asking questions regarding letter identification
Stage 5:
41-46 months with an MLU of 3.75-4.5
9 of 14 grammatical morphemes are mastered
Morphology
Embedding and Conjoining Sentences
Pragmatics, Conversation, and Narratives
Metalinguistics and Emergent Literacy
Stage 5 - Morphology
mastery of common irregular verbs (fell, sat), contracted copula ("he's big" or "it's pretty"), forms of copula that reflect person and tense ("I am/She is," or "I am/I was", mastery of third person singular verbs for regular and irregular verbs ("jumps,
Comparative
understanding the use of -er (faster)
Superlative
understanding the use of -est (fastest)
Agentive
-er endings (a person who paints is a painter, a person who farms is a farmer, a person who bakes is a baker)
Stage 5 - Embedding and Conjoining Sentences
continues to develop more elaborate sentences, using relative clauses to describe an unspecific noun ("thing" or "one"), begins to use sentences with multiple embeddings, more consistent use of conjoining clauses ("and, but, so, if, or"), develop in a pre
Additive
joins two independent clauses together
Object Specification
links clauses with a common topic
Temporal
used to sequence clauses one event after another
Causal
states an action followed by a reason
Adversative
used to show contrast
Stage 5 - Pragmatics and Conversation
increasingly social in nature, more appropriate conversations, anticipates the next turn of conversation, may try to finish listeners thought by completing sentence, willing to give up conversational turn to preserve topic, struggles with 3 person convers
Stage 5 - Narratives
narrative skills continue to develop, concepts begin to use more complex grammatical forms in narratives (third person pronouns, past tense verbs, conjunctions), repeated exposure to narratives help to develop the idea of sequencing language more accurate
Stage 5 - Metalinguistics and Emergent Literacy
emerging print concept knowledge, organizational properties of print, alphabet knowledge, letter identification, letter to sound correspondence (what sound the letter makes), phonological awareness, ability to focus on the sound structure of language, (se
Cognition, Comprehension, and Use of Language
IQ, receptive language, expressive language, relational words (linking people, objects, and events), wh- questions (who, what, when, where, why), figurative language (idiom, simile, metaphor, irony), word order (order of words to create complex sentences,