Language Development in Children between 1-3 Years - Its Evolution

Language Development in Children between 1-3 Years - Its Evolution

  Autor Veronica Stancescu, Psiholog/logoped Data: 28.08.2006

Language Development in Children between 1-3 Years - Its Evolution

After the first year of life, the child can say a few words. There it follows a period of several months having a break in the sense that he acquires only a few words. Then most of them, since the age of a year and half, 1 year and 8 months, easily reach to 200-300 and at three years have a vocabulary of 1000 to 1100 words. A quality progress is evident also.

If the first word is more a signal, a component of a situation in which the needs of the child have the greatest importance, he now becomes truly significant for concrete stimuli, starting to replace them in communication relationships with the adult. It is notable that before pronouncing himself the words, the child realizes their significance even if it is diffuse and global and attached to concrete situations.

Learning the language is completed by the vocal tract functional progress following a hereditary program. At the same time the process is conditioned by the emotional relationship with the mother, the most powerful in each existence. Therefore, direct activity with objects and communication with the mother is the source of semantic content of words assimilated by preschool children.

Grammar structure is mainly assimilated in the dialogue with adults. The first half of the second year of life is related to the word phrase. From about 1 year and 6 months we can say that we enter into a 2nd phase that of pre phase, that meaning that the ante pre scholar uses 2-3 words, but that are not flexed according to language rules, and prepositions, conjunctions are missing. The latter have no significance for the child and although they are simple as sound structure he cannot pronounce them. That is why foreigners do not understand the child and his loved ones, parents or siblings, become a kind of interpreters. Those outside the family often ask this question: "What does he says?".

This kind of communication of the child was named small language but this is often a mistake about this small language. Parents and child's loved ones think they are better understood by him when speaking in his manner. In these conditions there may occur the danger of stabilizing for an unnecessarily large time of wrong verbal structures, delaying the speech.

It is therefore especially recommended to talk more with the child, but properly, slowly and clearly. It is now more important to receive proper pronunciation of the adult, but to bother with his pronunciation, which can only increase on the moment a problem and after occurring the corresponding functional improvements, they may go away.

In the 2nd year of life the child acquires as regards language, two kinds of experiences: everything surrounding him has a name and he wants to know it and will frequently ask "What is that?" and if put into words his wishes are soon fulfilled, and others love him more. At this age it seems that they tend to dominate the words that designate actions so that objects can be displayed. The reference to self is also characteristic of this phase. The child says his name when he expresses a wish, taking the way adult addresses to him. For example, she says: "Go to sleep, Ana!".

After two years the grammatical sentence appears and the child is gradually using more accurate the models of adults with flexional determinatives of words such as adjectives and adverbs. The child strives to accommodate to different verbal situations.

An interesting case is that of a 2 years and 4 months girl which is served with orange and every time she is asked "Do you want more?". When she finishes and wants more to be given she says: "You want orange!". Around three years the child is able to use the correct pronoun /I/, which expresses a generalization of the relationship with /you/ and /him/.

Assimilated better, by three years old the child uses language in three situations: the first is verbalizing of what he does, meaning the child is not interested if he is heard or understood. In the second case, the word is used in communicating with others and in the third situation is it material for a specific childhood game, namely the verbal game that meaning the child loves to play with words, repeating them and transforming them.

Around the age of two years some children speak increasingly better, are understood by others and can even surprise others with their correctness and complexity of words. All progress in relation to words and elementary grammatical structures acquisition allow children to communicate increasingly better, to express verbally what he heard and saw.

References: Psychology of ages, Tinca Cretu, Ed Credis



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