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Summary How Children Learn Language

- Children progress through distinct stages in developing speech production, starting with cooing and babbling around 6 months of age and advancing to meaningful speech with consonants acquired in a front-to-back order and vowels in a back-to-front order. - Children also progress through stages in comprehending language, first understanding sounds and words and later sentences, aided by parents who use simplified "parentese" or "baby talk" tailored to a child's developmental level. - When teaching children language, parents should consider their child's needs, for example working together to develop language if the child is deaf or using gestures if the child has Down syndrome.

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Marselliah
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34 views

Summary How Children Learn Language

- Children progress through distinct stages in developing speech production, starting with cooing and babbling around 6 months of age and advancing to meaningful speech with consonants acquired in a front-to-back order and vowels in a back-to-front order. - Children also progress through stages in comprehending language, first understanding sounds and words and later sentences, aided by parents who use simplified "parentese" or "baby talk" tailored to a child's developmental level. - When teaching children language, parents should consider their child's needs, for example working together to develop language if the child is deaf or using gestures if the child has Down syndrome.

Uploaded by

Marselliah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PSYCHOLINGUISTICS

SUMMARY “How Children Learn Language”


Name : Marselliah
NPM : 2140601004

A. The development of speech production


From vocalization to babbling to speech
This cooing stage emerges at about two months of age but is succeeded, when the
child is about six months old, by a babbling stage. Babbling refers to the natural
tendency of children of this age to burst out in strings of consonant-vowel syllable
clusters, almost as a kind of vocalic play. Some psycholinguists distinguish between
marginal babbling, an early stage similar to cooing where infants produce a few, and
somewhat random, consonants, and canonical babbling, which usually emerges at
around eight months, when the child's vocalizations narrow down to syllables that
begin to approximate the syllables of the caretaker's language. For example “mama”
“dada” “milk” “momo”.
Sound formation using the intonation contours of the first language It is clearly a
learned phenomenon when infants babble. They Follow the intonation contours of the
language they hear. That is something a deaf infant who is deprived of words does
not. in the meantime like that Babies can make sounds and cry, but they cannot
babble.
interesting, Deaf child exposed to sign language birth Do the same thing as the
babbling - get involved your hand(Petite and Marentet,1991).  
In the meaningful speech phase, it appears that consonants are acquired in a front-to-
back order, where ‘front’ and ‘back’ refer to the origin of the articulation of the
sound. Thus, /m/, /p/, /b/, /t/, and /d/ tend to precede /k/, and /x/. Conversely, vowels
seem to be acquired in a back-to-front order, with /a/ (ball) and /o/ (tall) preceding /i/
(meet) and /v/ (mud).

Early speech stages: naming, holophrastic, telegraphic, morphemic


- naming. After crying, cooing, and babbling, we come to the culmination of a child’s
early language development--the first word. A survey of the words children first learn
to say show that they tend to be those which refer to prominent, everyday objects, and
usually things that can be manipulated by the child. Thus “mama” “dada” “doggie”
‘kitty’ and also ‘milk’, ‘cookie’.
- holophrastics. The use of single words as skeletal sentences is called the holofrastic
stage, and there is some debate about its verifiability, mostly psychiatric.
Coringists believe that the intonation, gestures, and contextual cues that accompany
holophrases make it clear that children use one-word sentences in much the same way
adults often do in conversation.  
- telegraphic.
- morphemic.
B. The development of speech comprehension
Understanding what we hear and read
- The comprehension of sounds
- The comprehension of words
- The comprehension of sentences
C. Parentese and baby talk
Baby talk is a form of parentheses, but it has its own characteristics. in the meantime
Parentheses use vocabulary and syntax, but are simpler than those previously
mentioned For other adults, baby talk involves using vocabulary and syntax It has
been greatly simplified and reduced. Strange, but from a psycholinguistic point of
view Most of the functions that BabyTalk is responsible for Based on the child's early
language. parents and others when these traits are reintroduced to the child, useful for
communication.
D. Question an answer 
1. What should parents do when the baby is deaf?
The parents should working together untuk mengembangkan bahasa anak mereka,
use technology, use visualization/object, and use lip reading.
2. How to teach children in a good way?
use language in a good way, building a good family.
3. Why some babies has speech delay?
Brain damage, less nutritron, accident.
4. Explain how to develop speech if the baby has down syndrome?
With gesture, body language, and tatapan mata saat berkomunikasi dengan mereka.
5. Who is the best teacher in develop language mother or father?
Mother.

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