Luna

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California State University, Los Angeles *

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4920

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Linguistics

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Feb 20, 2024

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Running Head: EARLY CHILDHOOD LANGUAGE DEVELEOPMENT 1 Early Childhood Language Development Student’s Name Institution Instructor Course Date

2 Early Childhood Language Development Early childhood language development is an amazing and complex process in a child's early years and lays the groundwork for their communication skills throughout their lives. In this critical time, babies and young children begin an amazing journey toward language acquisition, moving from nonverbal expressions to sophisticated grammatical structures. The complexities of this developmental trajectory include learning words, sounds, and phrases and developing a sophisticated comprehension of how language functions in diverse social circumstances. A child's linguistic development advances quickly throughout the introduction phase, setting the foundation for social engagement, efficient communication, and cognitive development. Knowing the intricacies of early child language development offers invaluable insights into the complex interactions between a kid's linguistic aptitude and nature. Part A: Morphosyntactic Development For this discussion, I calculate Luna's mean length utterance (MLU). I divide the total number of utterances by the number of morphemes to get Luna's MLU. - Total number of morphemes= 109 - Total number of utterances= 29 - MLU=109/29 = 3.75 Luna's MLU of 3.75 is in line with Stage IV of grammatical development, according to Brown (1973), as children usually display increasingly sophisticated sentence patterns, including grammatical morphemes, at this stage of development. Examples of Utterances with Different Morphemes: "She-want-s–some-coffee." (5 morphemes) Morphemes : She (1), want (1), -s (plural marker, 1), some (1), coffee (1) "Don't-know-where-is-it." (6 morphemes)

3 Early Childhood Language Development Morphemes : Do (1), n't (negation, 1), know (1), where (1), is (1), it (1) "Put-your-sticker-s-right-here." (6 morphemes) Morphemes : Put (1), your (1), sticker (1), -s (plural marker, 1), right (1), here (1) Luna's MLU of 3.75 indicates her progressing language development at 34 months, considering that in Stage IV, children typically demonstrate more advanced syntactic structures and begin to use grammatical morphemes, such as plurals ("-s") and contractions ("n't") (Hoff, 2005). Luna illustrates the ability to construct sentences with multiple morphemes, reflecting her increasing proficiency in grammar. Also, her language is becoming more sophisticated and aligns with the developmental expectations for a child at this stage, as discussed in lectures 6 and 7 (Lecture 7 CHDV4920, 2022; Lecture 7 CHDV4920, 2022). It is important to note that a comprehensive assessment involves analyzing Luna's speech sample to capture the breadth of Luna's language development. Moreover, In Luna's speech sample, there is a diverse range of sentence types showcasing her developing syntactic abilities. Throughout the 29 utterances, Luna employs a variety of sentence structures; first, there are \(7\) imperative sentences where Luna issues commands or requests, such as "Put-your-sticker-s-right-here." Secondly, declarative sentences, conveying statements or observations, are prominent, constituting \(13\) instances. For instance, "She-has- to-go-sleep" exemplifies Luna's declarative statement about someone's sleep needs. Negatives are skillfully integrated into Luna's speech, forming \(4\) sentences, as seen in "Ca-n't-have- coffee," where she negates the possibility of having coffee. Additionally, questions are prevalent, with \(5\) instances, including "She-want-s-one-that-‘s-good," where Luna seeks information about a preferable item (Emen & Aslan, 2019). Luna's adept use of various sentence types

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4 Early Childhood Language Development illustrates her evolving grammatical proficiency and pragmatic understanding, indicative of her progressing language development at 34 months. Declarative sentences are the most prevalent form in Luna's speech sample, appearing \ (13\) times in her speech. This prevalence aligns with typical language development patterns for a child of Luna's age (34 months), paralleling Erika Hoff's discussion and insights from Lectures 6 and 7 (Lecture 6 CHDV4920, 2022; Lecture 7 CHDV4920, 2022). Erika Hoff explains that children around this stage tend to exhibit a higher frequency of declarative sentences as they become more proficient in expressing their thoughts and observations about the world around them (Hoff, 2005). The repetition of declarative structures, such as "It-got-real-leave-s" or "She- has-to-go-sleep," signifies Luna's growing ability to share information and make statements, demonstrating her expanding communicative competence. This emphasis on declarative sentences is developmentally appropriate, reflecting Luna's increasing command of linguistic forms and pragmatic functions in line with the expected trajectory discussed in the lectures and Hoff's work on language development. Luna's speech sample at 34 months includes a few complex sentences, demonstrating her advancing language development. One notable example is "I-said-‘bye’-just-because…-I-had-to- go-to-work-and-you-won't-let-me," where Luna combines multiple clauses to convey a more intricate message. The ability to construct complex sentences is indicative of grammatical progress, aligning with the expectations outlined in Lectures 6 and 7 and supported by Erika Hoff's insights in her book (Lecture 6 CHDV4920, 2022; Lecture 7 CHDV4920, 2022). In the early stages of language development, children typically produce simpler sentence structures, as seen in Luna's speech; introducing complex sentences suggests a growing capacity to coordinate and connect ideas (Emen & Aslan, 2019). This development is crucial for effective

5 Early Childhood Language Development communication, enabling Luna to express more nuanced thoughts and convey relationships between events or actions. The emergence of complex sentences is consistent with the natural progression of morphosyntactic development discussed in the lectures and Hoff's work, highlighting Luna's expanding linguistic repertoire and her ability to engage in more sophisticated forms of expression. Part B: Communicative Development Luna's conversational skills, as observed in the speech sample, illustrate a developmental shift in her responsiveness. Early on, Luna mostly responds in a non-contingent manner, meaning that her statements might not always be connected to the prior speaker's turn. This is consistent with the topic covered in Lectures 6 and 7, where it is made clear that young children frequently participate in group monologues in which they generate their streams of thought without necessarily expanding on those of others. Luna's non-committal answers, like "Yeah" or "Okay," may be seen as language practice and exploration, mirroring her initial attempts at engaging in conversation (Emen & Aslan, 2019). There is evidence that Luna is moving toward more contingent responses as she develops, considering that she begins answering talk with talk more often, which suggests that she is becoming more conscious of communication dynamics. This is consistent with the developmental trajectory covered in lecture 6, which states that youngsters start to comprehend conversational norms, such as taking turns, from the age of one and a half (Lecture 6 CHDV4920, 2022). Luna is improving at responding to various phrases, which indicates her developing conversational skills. One of the most important aspects of Luna's communication competence is this developmental shift in receptivity, which indicates her increasing ability to comprehend and take part in conversations.

6 Early Childhood Language Development Additionally, Luna takes the lead in initiating topics in her speech sample, demonstrating her developing capacity to steer the path of discourse. In the early stages, guardians usually start the conversation, but as kids age, they actively participate in starting conversations. When Luna uses verbal and nonverbal cues to introduce subjects, it is clear how far she has grown in her language development. For instance, when Luna says, "More-doggie-there," she is trying to carry on the discussion because she uses the word "more" and refers to the dog. Furthermore, in the phrase "Put-more-doggie-there," Luna not only brings up the subject but also gives an instruction, displaying her developing capacity to lead the discourse. These illustrations fit nicely with conversational skill development in toddlers covered in Lectures 6 and 7 (Lecture 6 CHDV4920, 2022; Lecture 7 CHDV4920, 2022). Luna is becoming more adept at starting topics, which shows that her communication skills are developing, and she can actively contribute to the conversation. This developmental milestone supports Luna's capacity to converse meaningfully and reciprocally with others. Furthermore, repairing is an important part of language development, as exhibited by Luna in her speech, since it shows how conscious the child is of good communication practices and how flexible they can be when they miscommunicate. In her talk on pragmatic development, Erika Hoff highlights how important it is for children to correct one another's mistakes as it shows how proficient they are becoming at negotiating the intricacies of discourse (Hoff, 2005). In Luna's instance, her efforts to clear up misunderstandings demonstrate her growth as a pragmatist. Like Luna, newborns may first communicate their wants by nonverbal signs, and as they get older, they may eventually turn to words to explain their goals. Inquiring "Where-more- doggie-there?" or changing her message to "More-doggie-daddy," among other adjustments, demonstrate Luna's growing comprehension of how language may be modified to improve

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7 Early Childhood Language Development communicative effectiveness (Wang et al., 2020). Hoff's observations on pragmatic development highlight the fact that mending is a cognitive activity as well as a reaction to sudden communication disruptions (Hoff, 2005). It involves recognizing that a message is not accurately conveyed, reflecting metalinguistic awareness. Luna's repairs illustrate this cognitive shift as she refines her ability to make her messages more comprehensible, aligning with Hoff's emphasis on language development as a cognitive skill. Furthermore, Hoff highlights that pragmatic development is closely linked to social interaction as repairing miscommunications fosters effective interaction by promoting clarity and mutual understanding between the child and their communication partner. Luna's engagement in repairing contributes to establishing successful social communication patterns, aligning with a broader perspective on the sociolinguistic aspects of language development (Wang et al., 2020). Luna demonstrates situationally-appropriate language by modifying her speech based on the context and her communication partner. Erika Hoff's discussion on sociolinguistic development aligns with this aspect, emphasizing how children learn to adjust their language according to social settings and different individuals (Hoff, 2005). For instance, Luna's use of language with her mother and father differs. In the utterance "More-doggie-daddy," Luna addresses her father specifically, showcasing an awareness of her conversational partner (Wang et al., 2020). Including "daddy" indicates a recognition of the social role and relationship, tailoring her language to the specific context of interacting with her father. Additionally, children's ability to switch between languages in a multilingual context, for example, Italian, Spanish, and English, with different individuals, exemplifies their advanced sociolinguistic competence. Hoff's insights on multilingual children's sociolinguistic development support this, highlighting that these children learn not only different registers but also when and how to use

8 Early Childhood Language Development each language appropriately. Luna's capacity to adjust her language based on the person she addresses reflects an early understanding of social nuances in communication. Conclusively, child language development is an extraordinary journey marked by remarkable transformations and milestones that shape the very essence of communication. From the early coos and babbles to the sophisticated structures of grammar and sociolinguistic nuances, this developmental process unveils the intricate interplay between biological predispositions and environmental influences. As children progress through stages delineated by MLU and exhibit conversational skills, the intricate dance between syntax, semantics, and pragmatics becomes increasingly apparent. In addition to linguistic proficiency, a thorough grasp of the contextual nature of communication is demonstrated by the capacity to clear up misunderstandings, strike up conversations, and modify language in social contexts. In the end, understanding the nuances of child language development is essential for researchers, educators, and parents/caregivers alike, as it enables them to create an atmosphere that supports language development, cognitive flourishing, and meaningful social interactions during a child's formative years.

9 Early Childhood Language Development References Hoff, E. (2005). Language development (4th ed.). Wadsworth/Thomson Learning. Brown, R. (1973). A first language: The early stages. Harvard University Press. Wang, Y., Williams, R., Dilley, L., & Houston, D. M. (2020). A meta-analysis of the predictability of LENA™ automated measures for child language development. Developmental Review, 57, 100921. Emen, M., & Aslan, D. (2019). The Relationship between Perspective Taking Skills and Language Development in Preschool Children. Journal of Education and Educational Development, 6(1), 25-42. Lecture 6 CHDV4920 . (2022). Www.youtube.com. Retrieved November 7, 2023, from https://www.youtube.com/watch?v=tLmkCbW_6_Q Lecture 7 CHDV4920 . (2022). Www.youtube.com. Retrieved November 7, 2023, from https://www.youtube.com/watch?v=x1fnnDsZ4yI

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