I. The relationship between children’s language development and psychological development
(a) Language development is inseparable from thinking development.
(ii) The process of language development is a process of acquiring rules.
(iii) Language can help children learn more about knowledge and information.
Language acquisition is not an isolated process, but is dependent on cognitive and social development. It also promotes cognitive and social development.
II. Stages of children’s language development
(I) The suckling stage (0~1 year old)
1. Expression
(1) Reflexive vocalization stage (0~4 months)
(2) Teething stage (4~12 months)
2.Comprehension
Language comprehension begins after 10 months of age.
3.Developmental guidance
”Chatter” and “talk with”
(2) Infancy stage (1~3 years old)
1.Expression
The first words begin to appear at age 1, marking the emergence of speech.
1~1.5 years old: word sentence stage
1.5~2 years old: telegraphic sentence stage
2~3 years old: simple sentence stage, compound sentences appear at the end.
The vocabulary grows significantly between the ages of 1~3 years, with the most words being real words and words for things closely related to children’s lives. The number of words mastered is in the order of: nouns, verbs, adjectives and pronouns.
Sentence types are most frequent in declarative sentences.
Baby talk is characterized by simplicity, high pitch, exaggerated intonation and short sentences.
In terms of content, it begins to express time, interpersonal relationships, age, beauty and ugliness.
The accuracy, completeness, sequence and logic of infant speech expressions are not high.
2. Comprehension
Superior to expression
3.Developmental guidance
(1) “Interested adults” use “baby-friendly language” to talk to children.
(2) Do not ridicule or forcefully correct children’s language errors.
(3) Good adult modeling.
(3) Early Childhood (3-6 years old)
1. Expression.
Compound sentences increase, and sequential, logical, complete, and accurate language expressions begin to develop.
The initiative of verbal expression increases.
2. Comprehension.
Begin to be able to understand things that are not here and now, and have some reasoning ability.
However, at this time children’s understanding of sentences still remains on the surface and cannot understand some meaning beyond words.
”Mom, I want to play mahjong!” “What do you want to play mahjong for?” “If you don’t let me play mahjong, I’ll lose weight.” (3.5 years old)
”Do you love Li** (his father) or not?” “If you don’t love Li**, I won’t be your son, I’ll be Zhang**’s son.” (3.5 years old)
”Aren’t you the shortest in your class?” “There is another shortest one in our class.” (4 years old)
”Auntie, do you remember one night when I didn’t like you anymore.” After thinking for a while, my sister-in-law remembered. “If you leave today, I won’t like you as much as I did that night.” (Age 4)
”Auntie, is Li** your date?” “How do you know that?” “They said Wang* went to her date’s place.” (4.5 years old)
Mom is thinking to herself, “Let’s buy a swallowfish for lunch.” Turning to me, “But the swallowfish in the vegetable market is a little bit small, it’s better to buy one from the supermarket. The ones in the supermarket are so big.” Zhanzhan, who was playing, said, “Then let’s go to the supermarket.” (4.5 years old)
Example: “What is your teacher’s name?” – “Wang**, Li**, and a teacher Chen. In total, there are 3 teachers. There are 3 teachers in each class.” (5.5 years old)
”What kind of things are called tables?” – “A rectangular object with 4 legs is called a table. 4 legs can’t move or walk.” (5.5 years old)
”If you don’t know, you don’t know! I don’t have a stethoscope!” (5.5 years old)
A unique phenomenon in young children’s speech development: egocentric speech is a transition from reliance on external speech for thinking to internal thinking.