Infant Scale of Communicative Intent (ISCI) Birth – 1 mo. Some vocalizations Nasalized vowels Begins to cry for attention 1–2 mo. Begins differentiated cry Gurgles response to stimulation Produces short vowel sounds Cries for social stimulation 2-3 mos. Definitely coos Makes glottal-velar consonants Takes turns when communicating Alerts to people 3-4 mos. Initiates babbling Chuckles- sort of vocalized laugh Cries for attention Vocalizes feelings of pleasure 4-5 mos. Vocalizes laughter Vocalizes eagerness Cries if play disrupt Vocalizes feelings of pleasure 5-6 mos. Vocalizes “ah-goo” Imitates own noises Vocalizes to interrupt others 6-7 mos. Imitates familiar sounds Expresses anger by sound Initiates social contact Tries to imitate facial expressions 7-8 mos. Repeats babbling Imitates sound sequence Imitates gestures Vocalizes satisfaction 8-9 mos. Shakes head “no-no” Combines two or more consonants Shouts for attention 9-10 mos. Intentionally communicates Gestures with vocalizations Uses sounds to call others 10-11 mos.Vocabulary with two words or approx. Uses objects as tools Laughs at own sounds Attempts to label objects 11-12 mos. May recognize words as symbols Uses “ma-ma” with meaning Imitates new sounds Imitates tones of adult 12-13 mos.Uses three to four meaningful words Uses sounds for vocal play Imitates animal sounds Wakes with a “call” 13-14 mos.Has six-word vocabulary Points to desired object Tries to sing Imitates other children 14-15 mos. Has up to eight-word vocabulary Initiates give and take Uses modifiers 15-16 mos. Starts using double syllable words May label pictures Pulls at wet pants/diaper Pulls adult hand to show something 16-17 mos.Uses extended phrases for vocal play Uses differentiated object names Gradually increases vocabulary May ask “what that?” 17-18 mos. Has up to twenty-word vocabulary Ask for “more” Makes successive single-word utterances. “An infant’s cry is the baby’s first use of language. The Cry begins as a reflex and emerges as a major means of communicating discomfort and distress.” (Widerstrom,A.H., Mowder,B.A., & Sandall, S.R.).
Adolescence
Since most of language development happens in the infant stage to school years, it also continues to adolescence year. Because the development is less crucial the studies of this period of time is relatively new and evolves around language disorder.
According to biology science adolescence is the period of time that the child approaches adulthood and can begin anywhere from 8 to 14 years of age. It shows with different physical changes and also cognitive development. Language development at this point is precise but important as well. This development includes learning to use more complicated vocabulary and to communicate depending on the situation at hand.
Some Features deals with language in use and the contexts in which it is used, including such matters as deixis, taking turns in conversation, text organization, presupposition, and implicature. Also deals with concerned with meaning, like a meaning of a word or a sentence. At this time, children grow their vocabulary and learn the proper use of each word. They also develop syntactic use and sentence form.
The significance of An adolescent's language development is related to one's cognitive growth. As the adolescent learn to think outside the box they will do better to develop complex sentences to explain new idea's he or she learned. Also, this will help the adolescent socially, they will learn to communicate with certain social differences and levels. And will be able to adapt their language to that situation. This will be a peer of future learning.
A lot of theories in this field have shaped the research in understanding the adolescent's language development. For instance, Piaget's theory of cognitive development talked about two stages in the life of an adolescent. The solid operational stage, from age seven to eleven, and the formal operational stage, from age eleven to adulthood, its a stage of abstract thoughts.
Language disorders in adolescence stage is mostly socially isolating, as other adolescence may grow aware of his or her disorder. Such disorder may affect their expressive or receptive skills. Its hard to catch them at an early age, and other times its long lasting. And its important to deal with these disorders so they wont spread into other adolescence area of development.
Adulthood:
There's no decrease in the ability to learn as they increase in age; aside for health issues such as hearing or vision loss, therefore an adult is not a major factor in language development.
Researchers say that the greatest preventer of language development in adults is doubt, that they can develop more or maybe even learn a new language. Since most people assume being young is the best age to learn new and more information “the younger, the better”. A lot of studies shown that its not entirely true. children may have an advantage in the long run, adults can actually learn more quickly than children in the early stages.
Studies has shown the learning and development ability does not decrease by age. If their health remains good and in normal status their skills and mental abilities do not decline. Adults learn differently than children but there are no solid researches that learning is a struggle for adults in different ages
Conclusion:
B. F. Skinner believed that language acquisition is an important development in childhood, occurs because of reinforcement from the parents when they reward their children when even the most random sound they make sounds like a speech or a word. Linguist Noam Chomsky had the theory that children had language acquisition device in their brain which allows them to master the language. Many theories have varied in language development each has its doubts and truth in it.
Refrences:
http://www.cliffsnotes.com/
http://www.ehow.com/
http://psychology.wikia.com
http://www.kidsource.com/
http://www.en.wikipiedia.org/wikilanguage
http://www.en.wikipiedia.org/wiki/williamcrathorn
http://www.ntlf.com/html/lib/bib/87-9dig.htm
http://www.eric.ed.gov
