Vocabulary Spurts
VOCABULARY BETWEEN 18 AND 30 MONTHS After babbling incoherently, infants become toddlers that form holophrases—single words that often convey an entire sentence’s worth of meaning (Sigelman 279). As the toddler ages, they grow out of the phase where they point and gesture and begin to use their holophrases. They acquire words from their surroundings—what they hear others say. A child’s initial language acquisition “proceeds on word at a time” (Sigelman 279). At about eighteen months, infants have a vocabulary spurt and advance from a few words to almost fifty. By, twenty months, the child’s vocabulary consists on average about 150 words. By 24 months, this vocabulary has doubled. During vocabulary spurts, these toddlers at a “critical realization”
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Children begin to construct longer telegraphic sentences in attempts to add little things such as articles and prepositions (Sigelman 281). They then begin to accomplish morphology, the rules for forming plurals and past tense. Foot and went becomes foots and goes (Sigelman 280). While that vocabulary may not be grammatically correct, it shows progress. Along the line, toddlers begin to phrase questions. “Where kitty?” and “What daddy eating?” are a few examples of questions a toddler may use while they have not yet mastered auxiliary or helping verbs. Later they learn that auxiliary verbs go before the subject forming sentences that sound more like “What is daddy eating?” Young children must also continue to develop syntax and semantics by mastering pragmatics—the rules for specifying how language is used appropriately indifferent social context (Sigelman 281). They must begin to understand when to say what to whom. As they grow, they start communicate effectively by recognizing who they are talking to and what that person knows and needs to know. Children understand that “May I please try one of your yummy cookies?” is better to say to their grandparent rather than “Give me a cookie.” They are not learning to sweet talk and butter up their grandparents at a young age. They are simply coming to terms with the ins and outs of communicating effectively requires. It is believed that psychologists
Children begin to construct longer telegraphic sentences in attempts to add little things such as articles and prepositions (Sigelman 281). They then begin to accomplish morphology, the rules for forming plurals and past tense. Foot and went becomes foots and goes (Sigelman 280). While that vocabulary may not be grammatically correct, it shows progress. Along the line, toddlers begin to phrase questions. “Where kitty?” and “What daddy eating?” are a few examples of questions a toddler may use while they have not yet mastered auxiliary or helping verbs. Later they learn that auxiliary verbs go before the subject forming sentences that sound more like “What is daddy eating?” Young children must also continue to develop syntax and semantics by mastering pragmatics—the rules for specifying how language is used appropriately indifferent social context (Sigelman 281). They must begin to understand when to say what to whom. As they grow, they start communicate effectively by recognizing who they are talking to and what that person knows and needs to know. Children understand that “May I please try one of your yummy cookies?” is better to say to their grandparent rather than “Give me a cookie.” They are not learning to sweet talk and butter up their grandparents at a young age. They are simply coming to terms with the ins and outs of communicating effectively requires. It is believed that psychologists