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Speaker 1: Welcome back. Today. We're going to be talking about language

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development across the lifespan. So we'll look at pre linguistic communication,

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vocabulary growth, grammar acquisition, and pragmatic use. We'll look at

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Chomsky's anti US approach, behaviorist reinforcement, and bilingual development. So

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the first thing we'll look at is pre linguistic communication.

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Language begins before words through sound, attention and social connection.

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So cooping is about six to eight weeks vowel like

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sounds signaling comfort or engagement. Babbling is about four to

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six months in repetition of consonant vowel sequence like ba

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or da. Canonical babbling is well formed syllables, and variegated

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babbling is changing patterns, the signal maturation of vocal motor pathways.

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Joint attention in between nine to twelve months, shared focus

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between infant and caregiver and a common object or event.

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This also predicts vocabulary growth and social language. Failure to

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engage in joint attention as a red flag for autism

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spectrum disorder, especially when combined with limited eye contact or

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gesture use. Vocabulary acquisition language takes off an early childhood

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with an explosion of words and meanings. So the first

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words within ten to fifteen months often nouns or familiar objects,

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naming explosion, rapid vocabulary expansion. Children may add ten to

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twenty new words per week in the eighteen to twenty

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four month period. That's a considerable amount. By eight six

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which where read you know from the ericson stages and

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the pha stages. Right now, you're in pre operational stage.

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Most children know ten thousand plus words, and they're heading

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into concrete operation stage, which is like seven to eleven.

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I think adults know about twenty to thirty thousand. Children

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rely on fast mapping, the ability to quickly connect a

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word to its meaning after minimal exposure. A two year old,

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for instance, with fewer than fifty words I remember, they're

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adding ten to twenty words a way, or he does

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not combine words may require language evaluation. Grammar emerges in

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structured stages, mirroring cognitive growth. So again, if you have

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a two year old, they're probably going to know at

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least five hundred and one thousand words. Two word utterances

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between a year and a half to three years of

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age is more juice Daddy go. It shows understanding of

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syntax and relational meaning. Telegraphic speech which omits non essential

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words but preserves meaning mommy E. Cookie, lacks articles or

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auxiliary verbs. Grammar refinement starts running around three to six,

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use of plurals, past tens, prepositions, over regularization, god or

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tooths reflect rule learning. By age five, most children use

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complex sentences and show basic subject verb agreement. Again, brains

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rapidly changing at this point also depends that the firstborn

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are the only a lot of exposure to adult language.

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Also the educational level parents are going to influence this later.

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Disordered late or disordered grammar development is characteristic of a

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specific language impairment, especially when vocabulary or non verbal cognition

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are intact. Pragmatic skills refers to how languages use socially, tone, turntaking,

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topic maintenance, and adjusting. Preschoolers begin using language for different

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purposes requesting, commenting, questioning. By age five, children typically understand

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conversational norms and begin to tailor speech to listener perspective.

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So pragmatic deficits here you're looking for as poor topic maintenance,

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limited understanding of irony, so autism spectrum disorder could be here.

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Social use of language is impaired despite adequate vocabulary and grammar.

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It's pragmatic language disorder. So pragmatic issues often co occur

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with social emotional challenges. Now, let's look at a theory.

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We'll look at three theories. One by A. Chopsky the

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nativist theory, where the language is biologically hardwired. He proposed

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a language acquisition device that allows you to extract grammatical

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structure from speech, supported by a universal grammar pattern. Similar

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acquisition across cultures and generativity and speech saying things never

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heard before behavior is Skinner had. Another one he learned

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language learned via operant conditioning, reinforcement, and invitation. Critics argue

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it cannot fully explain, though the complexity or speed of

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grammar learning. Another one is vice Scott Bygotsky, called social interactionist.

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Language development emerges from biological potential, and social interaction emphasizes scaffolding,

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joint attention which we talked to earlier, and cultural input.

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Parent child interaction and inventions often use this framework. Most

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modern views integrate all three, recognizing the role of brain maturation,

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social experience and feedback, bilingual development, and set of periods.

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Let's look at bilinguals simultaneous bilinguals learn two languages from birth.

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Sequential bilinguals learn a second language after the first is established.

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Bilingual children may show initial delays in vocabulary size per language,

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but total language knowledge is comparable. Code switching is normal

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and reflects language control, not confusion. Critical or sensitive periods

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suggests an optimal window likely before age seven again for

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acquiring native like grammar and pronunciation, supported by research on

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second language learners and deprivation studies. Delays in bilingual children

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must be carefully evaluated to avoid misdiagnosing language different language disorder.

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So again, six months is babbling responds to name, twelve

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months first words, joint attention, eight to twenty four months,

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naming explosion, two word phases, learning ten to twenty words

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a week, three years, use of plural simple questions, four

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to five full sentences, conversational skills kick in six plus

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is mental linguistic awareness, language disorders, specific language impairment. The

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later impaired grammar and sudden structure not due to hearing loss,

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intellectual disability, or neurological disorders, so those have to be

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ruled out. May persist into adolescents and impact academic achievement,

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pragmatic language disorder difficulty using language in socially appropriate ways.

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Man resemble high functioning autism, but lacks restricted interests or

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repetitive behavior. It affects for peer relationships and classroom behavior. Dyslexia,

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deficit in phonological processing, not vision or intelligence, trouble decoding words, spelling, influency.

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Intervention involves explicit phonics, instruction and accommodations, clinical applications. Early

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language intervention programs like It Takes Two to Talk or

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PECS Picture Exchange Communications System target young children with expressive

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or receptive delays, distinguishing different disorder. Bilingual or dialectic speakers

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been shown. Non standard language forms like AAVE grammar that

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are rule based and not deficient also use dynamic assessment

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to test learning potential, language and cognitive development. Language delays

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can impact executive function, emotion regulation, and academic success. Narrative

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ability reflects broader cognitive development. How children organize, experience, remember,

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and solve problems. That pretty much wraps it. You see.

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Languages of the bridge between the internal and the external,

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and for children to learn to name and explain and

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persuade language opens the door to learning and friendship and

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finding out who they are. So it's really interesting to

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see how language develops in a child. Next time, we'll

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talk about social and emotional development across the lifespan