Growth Of Language In Children

Psycholinguistics
Section:03

Submitted To,
Syeda Shabnam Mahmud
Lecturer
Department of English
East West University

Submitted By,

Name ID Topic coloured

Safa Al Arabi 2022-2-40-073 Green
Tasnim Rehman Myesha 2022-3-40-040 Brown
Nawrin Zaman Nimmy 2022-3-40-016 Purple

Submission Date:19.05.2024
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Contents Page Number

Introduction 3
Literature Review 4
Research Methodology 6
Research Findings and Analysis 7
Limitations 9
Recommendations 9
Conclusion 10
References 11
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Introduction
The journey of language development in children, starting at birth and continuing through early
childhood, is fascinating. It's essential for their ability to communicate and connect with others,
reflecting their cognitive and social growth. Language acquisition progresses from basic sounds
and gestures to forming complex sentences, influenced by biology, environment, and social
interactions. This paper explores how children learn language, focusing on key stages and
milestones. It begins with the pre-linguistic stage, where infants use sounds and gestures for
communication, then moves to using words and constructing sentences. Each stage represents
significant achievements showing the child's improving language skills. Moreover, the paper
discusses the role of parents and others in fostering a child's language abilities. Interacting with
others is crucial for language development, and the paper examines how these relationships aid
in a child's language growth. Understanding these processes helps us better support children's
language development and grasp the intricate nature of their communication learning journey.
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Literature review

Children's language development is a complex process that is influenced by a range of

biological, environmental, and social factors. Premature language development starts even before
birth, since infants can identify their mother's speech patterns and voice even before they are
born. Children pick up language quickly from infancy to age three through social interactions,
language-rich settings, and interaction with caregivers. Pragmatic skills, syntax, and vocabulary
learning are important components.
These are the linguistic theories and facts on language acquisition:

1.Behaviorism Theory:

Behaviorist theory, in particular B.F. Skinner's model uses learning mechanisms and
interactions in the environment to explain how toddlers acquire language. Kids mimic the speech
patterns and noises they hear in peers and adults. Also, Children are encouraged to repeat and
improve their speech through positive reinforcement, such as praise or rewards. By rewarding
progressively closer approximations to the intended speech, language behaviors are formed.

2.Nativist theory:

In contrast to views that emphasize the value of social interaction and environmental learning,
nativist theory places emphasis on the significance of genetic predisposition and the brain's
innate capacities in language development. According to Noam Chomsky, all human languages
have a Universal Grammar, which is their shared underlying structure. This theory holds that
children may acquire any language they are exposed to because they are born with an innate
comprehension of this universal grammatical framework. Also,The Language Acquisition
Device, a postulated brain module created especially for language learning, was first proposed by
Chomsky. Children who get the LAD are given the tools they need to comprehend and use
language.
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3.Piaget's Theory:

Renowned developmental psychologist Jean Piaget stressed the interaction between language
and cognition, viewing language development as a component of general cognitive development.
Piaget asserts that there is a close relationship between children's language development and
their cognitive growth, which happens in phases.According to Piaget's theory,There are 4 stages
of growth in language of a child. Sensorimotor stage(0-2 years) ;A baby begin to understand
object permanence and develop the ability to form mental representation of objects.Then comes
Pre operational stage(2-7 years) ;where they are aware of symbolic thoughts.They also start to
engage in pretend play and develop memory and imagination.They start to forming sentence and
expanding vocabulary.Third stagstage is Concrete operational stage(7-11 years) ;Children
begin to think logically about concrete events.Language become more logical and coherent.Last
stage is Formal operational stage(12 years and up) ;Teenagers learn to reason logically, think
abstractly, and make future plans. They are able to apply logical thinking and solve hypothetical
issues. Language proficiency advances and becomes more sophisticated.

4.Childish creativity:

Young children's development of language is greatly influenced by their immature inventiveness.

Children frequently create neologisms—new words or expressions—by themselves. This shows
that even if they are not utilizing traditional terms, they can nevertheless creatively use linguistic
norms. For example, a child might say "wug" to refer to an unfamiliar animal.
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Research Methodology

This research was based on “child language acquisition”. This research used a qualitative
method. This research's main purpose was to identify the process of first language acquisition in
a child. The data was analyzed by interpreting and observing the behavior that the child has
made.

Information of the child

Name: Muzaina Rahman Munifa
Age: 1.5
Gender: Female
Environment: Home

Information from Observation:

1. If she sees someone talk loudly near her she feels uncomfortable.
2. She is attracted by the child made Ad content.
3. Adult stranger feels hesitate, Child stranger feels comfortable
4. Extrovert but only with the children of her age.
5. Not possessive of her things.
6. Wants attention when someone takes her playing material,because she wants to play with
that person.
7. If someone teaches her,She can create new words and often repeat that word.
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Research Findings and Analysis

When it comes to creating new neural connections, children's brains are incredibly flexible. This
flexibility allows infants to pick up language abilities quickly. Infants naturally acquire language,
according to Chomsky's thesis. From a very young age, they can fully understand the basic
concepts of language. Surprisingly, children are exceptionally good at observing, mimicking, and
learning from their surroundings.

Children are born with a built-in Universal Grammar in their brains. This grammar provides
them with a set number of options, such as how to arrange words in a typical sentence. For
example, some languages mainly use a subject-verb-object (SVO) order. Positive and negative
reinforcement also play a vital role in language acquisition. Applying conditioning influences
one’s behavior. Noticeable changes may be seen in one’s behavior after applying conditional and
unconditional theories.

While working on this paper, we observed a child's behavior and how she acquires language. As
a typical child of one and a half years old, she is at an ideal stage to learn and adapt to new things
from her surroundings. For instance, she tries to say her mother's name, Lucky, but can only
manage to say "Lala." This shows her attempt to mimic speech. Additionally, she learns by
observing actions. When her mother hides lipstick behind her back, the child remembers this.
Later, when playing with a phone, she mimics her mother by hiding the phone behind her back
when her sister asks for it. This shows how children learn language and actions through
imitation. Another example is when she wants to be carried by her mother, she says, “Lala up”
and spreads her arms.
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This is how they train their minds to adapt and learn new things by observing things around
them. Also, positive and negative reinforcement can dominate their behaviors.
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Limitations

This term paper on development of language in a child has several limitations. The small sample
size may not represent all children, and the dependency on subjective observational data can
affect accuracy. The short study duration may miss long-term language growth. Moreover,
focusing on only one language overlooks the experiences of multilingual children. The study also
fails to account for socio-economic, cultural, and individual differences, which are crucial factors
in language acquisition.

Recommendation

To aid a child's language development, talk with them daily and read together often. Use
storytelling and play to teach new words. Answer their questions thoughtfully and encourage
curiosity. Surround them with a variety of books and educational resources. Foster social
interactions with both peers and adults. Demonstrate proper language use and praise their efforts.
Be patient and attentive, respecting each child's individual language learning pace.
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Conclusion
At one and a half years old, children reach a key stage in language development. They begin to
comprehend and speak basic words, frequently imitating words they hear from adults. This
period is vital for acquiring new vocabulary and starting to construct short sentences. Children
learn most effectively through engaging with their caregivers, who converse with them and
respond to their communication efforts. They also observe gestures and facial expressions, aiding
in their understanding of word meanings. This learning process establishes the groundwork for
their future language abilities.
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References
1.https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.ncbi.nlm.nih.gov/
pmc/articles/PMC34178/
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cognition/C618A2A5213A24E1B337071D6D9F3284
3.https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/
Infant_and_Toddler_Care_and_Development_(Taintor_and_LaMarr)/
12%3A_Theories_of_Language_Acquisition/12.04%3A_Cognitive_Theory
4.https://www.sparknotes.com/psychology/psych101/languageandcognition/
section5/
5.https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/
Infant_and_Toddler_Care_and_Development_(Taintor_and_LaMarr)/
12%3A_Theories_of_Language_Acquisition/12.04%3A_Cognitive_Theory
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