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