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| Sounds of discomfort or reflexive actions |
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| Comfort sounds and vocal play using open-mouthed vowel sounds |
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| Repeated patterns of consonant and vowel sounds |
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| Word-lie vocalisations, niot matching actual words but used consistently for the same meaning. For example using 'mmmm' to mean 'give me that' with accompanying gestures such as pointing |
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| Three and more words combined |
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| More grammatically complex combinations |
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| A stage which covers the vegetative, cooing, babbling and proto-words stage |
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| Lexical and grammatical stages of development |
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Definition
| This covers the holographastic, two-word, telegraphic and post-telegraphic stage |
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| How children develop their use and understanding of the sounds of language |
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| Where children will often simplify pronunciation by deleting certain sounds |
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| Where children sometimes break up consonant clusters not by deleting one of the consonants but by adding a vowel to separate them. For example "blue" becomes "belu". Sometimes they add syllables on the end of the word to re-create the CVCV pattern e.g. "horsey" for "horse" |
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| Another form of simplification involves substituting harder sounds with easier ones. For example R (as in rock or story) becomes W, Th (as in there, that or thumb) becomes D, N, or F, T (as in toe) becomes D, P (as in pig) becomes B. |
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| This is where a syllable in the word is repeated, e.g wee-wee and night-night. This often involves the repetition of a CV syllable which is favoured by children |
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| This occurs when sounds in a word are made to sound more like neighbouring ones, such as "dog" becomes "gog" |
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| This occurs when sounds in a word are swapped around. For example "relevant" becomes "revelant" |
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| This man suggested that we are forced to interact with other people and with our environment. Also he suggested that language has seven functions for children. |
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| Language is used to fulfil a particular need |
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| Language is used to influence others' behaviour |
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| Language is used to develop social relationships and ease the process of interaction |
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| Language is used to express ideas, opinions and individual identity |
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| Language is used to convey facts and information |
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| Language is used to learn and explore the environment |
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| Language is used to create an imaginary environment |
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