Child Language Development Stages & Theories
Child Language Development: Stages and Theories
Stages of Language Development (0-6 years)
Year 1 to 2: First Words and Word Combinations
This stage begins with the pronunciation of the first recognizable words, such as “mama” and “dada.” These are often followed by “word-phrases,” where a single word expresses a complete thought. As the child progresses through the year, they start combining two words and using basic prepositions, articles, and possessives. Simple noun-verb and noun-adjective combinations also emerge.
Year 2 to 3: Short Sentences and Expanding Vocabulary
Children begin to form short sentences, although they may not be grammatically complete. They might change the order of words and often omit verbs like “is” or “are.” They start using pronouns, indicating objects, and employing some verbs in the imperative and infinitive forms. Adjectives become more common, and the use of adverbs begins. In the latter half of this year, children enter the “questioning age,” frequently asking “why” about various things.
Year 3 to 4: Mastering Fundamental Language Rules
Around age 3, children have generally assimilated the fundamental rules of language. They can understand and respond to commands and questions. They enter the “interrogative age,” asking “why” about the nature of things. Their vocabulary expands significantly, reaching around a thousand words, and they start using some subordinate clauses.
Year 4 to 6: Complex Sentence Structures and Fluency
Children in this stage have a clear and comprehensible language structure. They can form complex and lengthy sentences with grammatical accuracy. They have a complete phonetic repertoire and use numerous adjectives and interrogative phrases. While their questions become more sophisticated, they still exhibit a degree of egocentrism, gradually shifting towards socialization.
Theories of Language Development
Behaviorist Theory (Skinner)
This theory posits that language is learned through stimulus-response associations. A child produces a sound, which is then reinforced or extinguished based on the response it elicits. Language acquisition is seen as a process of learning these connections.
Generative or Nativist Theory (Chomsky)
Chomsky argues that language is essentially a set of formal rules that are innate rather than learned through association. He proposes that children have an innate “language acquisition device” that allows them to process the language they hear and generate their own. This theory emphasizes the existence of universal features common to all languages.
Cognitive Theories
The Geneva School (Piaget)
Piaget’s theory links language development to the development of intelligence. He suggests that language emerges as a result of the child’s cognitive development, particularly the ability to form conceptual representations. Language is seen as a product of intelligence rather than the other way around.
The Soviet School (Vygotsky)
Vygotsky emphasizes the social aspect of language development. He highlights the importance of social interaction and communication from the beginning of a child’s life. He explains Piaget’s “collective monologue” as a form of thinking aloud that eventually becomes internalized. Initially, language and thought develop independently but later merge into an interactive relationship. Vygotsky views language as a social instrument of communication that evolves into a tool for organizing thought. For him, higher mental functions are not solely the result of communication but also a product of enculturation, emphasizing the role of social and cultural context in language development.