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Children begin to be considered less as toys and more as participating members of the community.  They must understand how to change their language to fit the situation.
Slight interpretation here: Language in school is less colorful and quieter due to this newly formed role that children take on in their community and therefore translates to school behavior.

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Once children are in school they are no longer allowed to playfully use language, they are expected to respect their elders quietly.

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"Children are expected to learn to pay close attention to non articulated signals about the consequences of their behavior and to calculate adjustments in their own behavior in terms of how those about them may act." (82)

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Children read verbal and non verbal cues of the audience to see what will be acceptable in terms of language and what will not. They are allowed to play different roles which contributes to their understanding of linguistic contexts and jargon of community members.

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Children are almost 2 years old by the time they enter into conversations and are given attention for their utterances.  They therefore talk when they have something to contribute or important to say.
While children are in the stage of repetition, they begin to understand that a single utterance can have multiple meanings.

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Children do not use speech early on because there is no response that comes from their attempts at communication.  This delays their speech and also sets a context for which speech is or isn't necessary.

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Children are toys that are used for the entertainment of the community.

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Adults only begin to attend to a child's talk when they are no longer repeating or repeating with variation but are actually participating in the conversation. Teasing is a necessary stage to develop language.

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Parents know what their babies need. There is no need for children to tell them what they need.

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Are excluded from "challenges" where boys practice verbal and non-verbal skills.

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Have pretend play sessions on their own with mirrors.

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Expected to fuss and play "playing" games

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"Adults do not consider a young baby either to be able to or need to say words." (75)

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Boys are presented with possible situations and asked what they would do.

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Role play in community shows.

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Boys are allowed to take on many roles in language and in the community to develop their own interpersonal skills

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Tests are to show whether or not the boys are "keen" a.k.a smart.

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Boys are expected to counterchallenge their aggressor either verbally or non-verbally.

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Screaming and Crying are ignored

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"They are teased and challenged verbally and nonverbally." (80)

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"They eat and sleep at will." (74)

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"They praise the baby's nonverbal responses..." (75)

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"Everyone talks ABOUT the baby, but rarely TO the baby." (75)
Babies aren't addressed for the first six months of life.

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"Adults see no need for a baby or child to have to tell them what to do or even what the infant wants." (76)

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"Trackton babies are in the midst of nearly constant human communication, verbal and nonverbal." (74-75)

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Expectations for Babies and Toddlers in Language

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Expectations for Babies and Toddlers in Language

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"Watching and feeling how to do something are more important than taking about how to do it." (86)

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"The father, whether present in the household or not is expected to send diapers and a supply of milk-formula." (73)

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"Relatively few provisions are made for the baby beforehand" (73)

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"Trackton mothers do not expect to nurse their babies." (73)

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"Each family buys independently for the child." (73)

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"Babies are restrained from exploring beyond human interactions which surround them." (74)

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"They sleep with family members, are held, carried, and cuddled by family members, and by all residents of the community as well." (p 74)

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"Children are not expected to BE information-givers; they are expected to BECOME information-knowers by "being keen," and by taking in the numerous lessons going on in their noisy multi-channeled communicative environments." (p 86)

"Flexibility and adaptability are the most important characteristics of learning to be and to tap in Trackton." (111)