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Vocabulary development during the school years builds upon what the child already knows, and the child uses this knowledge to broaden their vocabulary. Once children have gained a level of vocabulary knowledge, new words are learned through explanations using familiar, or "old" words.
It shows that children actively construct words' meanings and forms during the child's own development. [6] Differing views on the causes of overregularization and its extinction have been presented. Gary Marcus et al. published a study in which they monitored the speech of 83 children and recorded the spoken past tense of irregular verbs.
The families were grouped into 4 variables, upper SES, middle SES, lower SES and just a few that were on welfare. The middle- and low-SES families were grouped in the final analysis. They found that by age 3 children in welfare families had a vocabulary of 525 words where children in upper-SES families had vocabulary of 1,116 words.
Children from low SES families were able to use multiple sources of information in order to fast map novel words. When working with children from low SES homes, providing a context of the word that attributes meaning, is a linguistic strategy that can benefit the child's word knowledge development. [22]
Children's written language skills become stronger as they use their spoken language skills to improve their writing. Then in turn, when a development in children's written language skills is seen, their spoken language skills have also improved. A child's written language in this phase mirrors their spoken language. [54]
At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition. [21]
Gestures are distinct from manual signs in that they do not belong to a complete language system. [6] For example, pointing through the extension of a body part, especially the index finger to indicate interest in an object is a widely used gesture that is understood by many cultures [7] On the other hand, manual signs are conventionalized—they are gestures that have become a lexical element ...
Appropriate methods and favourable environments play a crucial role in early communication and language development. [24] There are several methods to promote early language and communication development. Turn and Talk approach is a widespread method to promote language development in young children.
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