Holophrastic Stage Essay
One word (holophrastic) stage :
At about ten months, infants start to utter recognizable words. Some word-like vocalizations that do not correlate well with words in the local language may consistently be used by particular infants to express particular emotional states: one infant is reported to have used to express pleasure, and another is said to have used to express "distress or discomfort". For the most part, recognizable words are used in a context that seems to involve naming: "duck" while the child hits a toy duck off the edge of the bath; "sweep" while the child sweeps with a broom; "car" while the child looks out of the living room window at cars moving on the street below; "papa" when the child hears the doorbell
Young children often …show more content…
During the Third year :
♦ Early multi-unit utterances stage :
In some cases, early multiple-unit utterances can be seen as concatenations of individual naming actions that might just as well have occurred alone: "mommy" and "hat" might be combined as "mommy hat"; "shirt" and "wet" might be combined as "shirt wet". However, these combinations tend to occur in an order that is appropriate for the language being learned :
1/ Doggy bark.
2/ ken water (for "Ken is drinking water"). 3/ Hit …show more content…
However, these are the closed- class words such as pronouns and prepositions that have semantic content in their own right that is not too different from that of open-class words. The more purely grammatical morphemes verbal inflections and verbal auxiliaries, nominal determiners, complementizers etc. -are typically absent.
Since the earliest multi-unit utterances are almost always two morphemes long -two being the first number after one!- this period is sometimes called the "two-word stage". Quite soon, however, children begin sometimes producing utterances with more than two elements, and it is not clear that the period in which most utterances have either one or two lexical elements should really be treated as a separate stage.
In the early multi-word stage, children who are asked to repeat sentences may simply leave out the determiners, modals and verbal auxiliaries, verbal inflections, etc., and often pronouns as well. The same pattern can be seen in their own spontaneous utterances :
1. "I can see a cow" repeated as "See cow" (Eve at 25 months)
2. "The doggy will bite" repeated as "Doggy bite" (Adam at 28
At about ten months, infants start to utter recognizable words. Some word-like vocalizations that do not correlate well with words in the local language may consistently be used by particular infants to express particular emotional states: one infant is reported to have used to express pleasure, and another is said to have used to express "distress or discomfort". For the most part, recognizable words are used in a context that seems to involve naming: "duck" while the child hits a toy duck off the edge of the bath; "sweep" while the child sweeps with a broom; "car" while the child looks out of the living room window at cars moving on the street below; "papa" when the child hears the doorbell
Young children often …show more content…
During the Third year :
♦ Early multi-unit utterances stage :
In some cases, early multiple-unit utterances can be seen as concatenations of individual naming actions that might just as well have occurred alone: "mommy" and "hat" might be combined as "mommy hat"; "shirt" and "wet" might be combined as "shirt wet". However, these combinations tend to occur in an order that is appropriate for the language being learned :
1/ Doggy bark.
2/ ken water (for "Ken is drinking water"). 3/ Hit …show more content…
However, these are the closed- class words such as pronouns and prepositions that have semantic content in their own right that is not too different from that of open-class words. The more purely grammatical morphemes verbal inflections and verbal auxiliaries, nominal determiners, complementizers etc. -are typically absent.
Since the earliest multi-unit utterances are almost always two morphemes long -two being the first number after one!- this period is sometimes called the "two-word stage". Quite soon, however, children begin sometimes producing utterances with more than two elements, and it is not clear that the period in which most utterances have either one or two lexical elements should really be treated as a separate stage.
In the early multi-word stage, children who are asked to repeat sentences may simply leave out the determiners, modals and verbal auxiliaries, verbal inflections, etc., and often pronouns as well. The same pattern can be seen in their own spontaneous utterances :
1. "I can see a cow" repeated as "See cow" (Eve at 25 months)
2. "The doggy will bite" repeated as "Doggy bite" (Adam at 28