As children learn to talk, it is important to realize that speech acquisition comes in stages. Though we would love to imagine that we do, it is seldom the case that parents rarely teach their children oral language skills (Honig, 582). Instead they start out by exploring what noises they are capable of making (Owacki, 50). An infant starts out by making noises and exploring their ever expanding ability to make noise. Then as they grow a little older, they learn that their vocalizations can have an impact, be it for attention, fun, fear, or communication. As the child’s skill and comprehension increase, they begin to communicate by not random noises, but as single words. These single words may have different gestures and tones that are used for many different meanings. As they learn new words, they begin to connect them in the two-word stage. These mini-sentences can have large meanings, or small. They may only use two words, but they can contain a full sentence in them. For example, “doggy bark” means that the dog is barking, or the dog was barking, or that they want the dog to bark. After this, the children start the telegraphic phase of speech in which they are not using functional words such as articles and other grammar inducing words. After this stage, comes the later multi-word stage. At this
As children learn to talk, it is important to realize that speech acquisition comes in stages. Though we would love to imagine that we do, it is seldom the case that parents rarely teach their children oral language skills (Honig, 582). Instead they start out by exploring what noises they are capable of making (Owacki, 50). An infant starts out by making noises and exploring their ever expanding ability to make noise. Then as they grow a little older, they learn that their vocalizations can have an impact, be it for attention, fun, fear, or communication. As the child’s skill and comprehension increase, they begin to communicate by not random noises, but as single words. These single words may have different gestures and tones that are used for many different meanings. As they learn new words, they begin to connect them in the two-word stage. These mini-sentences can have large meanings, or small. They may only use two words, but they can contain a full sentence in them. For example, “doggy bark” means that the dog is barking, or the dog was barking, or that they want the dog to bark. After this, the children start the telegraphic phase of speech in which they are not using functional words such as articles and other grammar inducing words. After this stage, comes the later multi-word stage. At this