Goals of Early Language Learning Precursory
Goals of Early Language Learning Precursory Goals of Language Use Reciprocal gaze patterns Regulating the behavior of others Calling attention to objects and events Frequent exchange of gaze in activities such as greeting, showing, pointing Requests attention, assistance and objects by gesture, facial expression, nonlinguistic vocalizations Directs the attention of others to objects and events Precursory Goals of Language Content Recurrence Disappearance Nonspecific Play Object-Specific Play Acting on two objects in relation to each other Searching for objects that disappear by 1st watching and 2nd actively searching Causing objects to disappear Acting on different objects in similar ways Acting on objects in prescribed ways Example: A doll riding a horse Precursory Goals of Language Form Imitating movement and vocalizations Producing the linguistic signal (verbal or nonverbal) Progress from imitating the child’s movements/vocalizations to the child imitating new models Produced in relation to the goals of content and use. Goals of Content/Form/Use Phase 1: Single Word Utterances Content Category By Existence there Nonexistence Recurrence Rejection Denial no more; all gone more no No Attribution hot; clean Possession mine Action Locative Action open; turn up; sit; out Form relational words and later object names relational words relational words relational words relational words (less frequent above) relational words as adjectives name of possessor or pronoun relational words as verbs relational words as verbs or prepositions Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978 Goals of Early Language Learning Phase 2: Emerging Semantic-Syntactic Relations (Two Word Utterances) Content Category By Form Existence this shoe; a doggie relational word + object name Nonexistence no pocket; no dirty relational word + object name Recurrence more soap; more book relational word + object name Rejection No new behaviors (still use of single words) Denial No new behaviors (still use of single words) Attribution dirty pants adjective + noun (used infrequently) Possession dolly hat noun + noun; pronoun + noun (used infrequently) Action read book verb + noun or pronoun; pronoun or noun + verb (preference for either noun or pronoun likely) Locative Action up Susie; hat chair verb + noun or pronoun, and pronoun or noun + verb (most common) Phase 3: Further Semantic-Syntactic Development (Two and Three Word Utterances) Content Category By Form Existence That a funny man Utterances generally coding the two constituents Nonexistence Two word utterances; no new behaviors Recurrence Two word utterances; no new behaviors Rejection Single word utterances; same as phase 1 Denial Single word utterances; same as phase 1 Attribution That a yellow one Two and three word utterances; coordinated with existence Possession Two word utterances; no new behaviors Action I do it; Mommy open that Three constituents: S-V compliment; pronominal/nominal preferences still exist Locative Action Man sit train Three constituents: S-V Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978 Goals of Early Language Learning Locative State Dolly up here State I want book; Baby sleep Quantity Two cow; Three books compliment; (object and/or place); pronominal/nominal preferences still exist Two and three word utterances; often two constituents of the S-Vcompliment; pronominal/nominal preferences may exist Two or three constituents of S-V-compliment; pronominal/nominal preferences may exist Plural /s/ and/or number word Phase 4: Embedded Relations and Grammatical Morphemes Content Category By Form Existence This my bike; That’s Coordinated with Susie’s book possession and recurrence Nonexistence Can’t do it Coordinated with action Recurrence Man read another book Coordinated with existence and action Rejection No want that Two and three word utterances; not frequently used by all children Denial No new behaviors (same as Phase 1) Attribution Make a big tree Coordinated with Action Possession That’s my bike Coordinated with Existence Action I writing circles; I draw a Coordinated with Place, red man; I write my pen Attribution, Recurrence, Intention, Nonexistence, and /ing/ Locative Action I wanna go outside Simple coding with increasing use of three constituents; Coordinated with intention Locative State Tape on truck; Where man Use of preposition “in”, go? “on”; wh-questions; Less frequently coded than Locative Action State Increased use of two and three word utterances; No new behaviors (same as Stage 3) Quantity Want more cookies Plural /s/ used most of the Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978 Goals of Early Language Learning Notice Look at the rabbit; I hear Kevin Time Santa gonna come; I go now Phase 5: Successive Related Utterances Content Category By Existence That’s a book Nonexistence I can’t reach; It’s not in the bag Recurrence Rejection I want some more egg Don’t touch my blocks Denial I no tired I not hungry Attribution Possession Katie want red one That’s my block That’s daddy’s present Action I did that one I fed /∂/ ducky I want touch here Put this on my lap; Not going away; You putting your sweater on it; That goes here Locative Action Locative State State Quantity Notice Katy want red one; I got new pail I have some juice Time And now do this one; I going wash my hands Coordinator And the little girl goes out time when required Two and three word utterances (“look” used with /∂/ or /at/) Intention with Action and Locative Action; /ing/ with Action; Intention may be coded by models as “wanna”, “gonna” “have to” Form Copula (generally contracted); Wh-questions “Not”, “can’t”, “didn’t” coordinated with Locative Action Coordinated with State “Don’t” coordinated with Action Two-and three word utterances; at first with “no” and later using “not” Coordinated with State Coordinated with Action, Locative Action; /-s/ emerges inconsistently Irregular past; coordinated with Rejection, Possession, Intention, Possession, Place Verb plus “in”, “on”; coordinated with Nonexistence (rare); Possession; 3rd person /-s/, /ing/ No new behaviors Coordinated with Attribution and Recurrence “some”, “many”, “all” No new behaviors (same as Stage 4) Irregular past tense + Action verbs; /ing/ + Mover-Locative Action; 3rd person /-s/ coordiantions Successive utterances; Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978 Goals of Early Language Learning of the tub and eats it Causality Dative Dirty hands / Hafta wash em Open door (for) daddy Specifier I want that cookie Phase 6: Complex Sentences Content Category By Existence Nonexistence Recurrence Rejection Denial Attribution Here goes a green wheel Possession Action Locative Action I put a little thing in it; I get more lamb in the train Locative State State You come back; I want my supper Quantity Notice Time Causality Dative Specifier Now your turn I fell down on choo choo and my knee hurt This is a stool for you Let’s put these in the box intraclausal then interclausal “and” Successive utterances with implicit causal relationship 3 and 4 word utterances; prepositions usually missing “This” and “That” used contrastively Form No new behaviors. Same as Phase 5 No new behaviors. Same as Phase 5 No new behaviors. Same as Phase 5 No new behaviors. Same as Phase 5 No new behaviors. Same as Phase 5 Coordinated with Locative Action Coordinated with State – infrequently used No new behaviors. Same as Phase 5 Coordinated with Attribution; Recurrence – infrequently used No new behaviors. Same as Phase 4 Coordinated with Possession – rarely used No new behaviors. Same as Phase 5 No new behaviors. Same as Phase 4 “Now” Use of “and” to join clauses “To” “For” “The” used to indicate specificity Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978 Goals of Early Language Learning Phase 7: Syntactic Connectives and Modal Verbs - No new behaviors in any categories except: Content Category By Form Action Who broke it? Wh-questions used What you doing? infrequently and not by all What’s the boy eating? children to question agent or object of an action, or the action itself Coordinate Let the mommy into the “and then” used to conjoin refrigerator and get some clauses representing pineapple yogurt and then sequential events she come out Causality Let’s all take all the books “Because” and “So” used as out so we can read them conjunctions Epistemic I don’t know what color Compliment constructions (involving or relating to knowledge) Mood I can do it “Can” is used late in the phase to code possibility and permission Antithesis (use of words or The butterflies saw the While looking at a book phrases that contrast with bumble bees here – but they each other to create a /∂/ not coming out balanced effect) Phase 8: Relative Clauses - No new behaviors in any categories except: Content Category Notice Time Causality Specification Mood By Watch what I’m doing. See how fast I can run? She sweeps. Because the zoo keeper closed it. And the bunny rabbits are sleeping and everybody’s sleeping. Why’d you bring these shoes? Why are you putting it here? It looks like a fishing thing and then you fish with it. They should sit down in a chair. Form Compliment constructions 3rd person /-s/, regular past tense /ed/, auxiliary “to be”, conjunction “when” Wh-questions Two clauses: conjoined, juxtaposed, or subordinated A variety of modal verbs for obligatory mood and occasionally permission Bloom, L & Lahey, M. Language Development and Language Disorders. New York, Wiley, 1978
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