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While this video uses different terminology than our text book, it is a helpful tool in understanding the breakdown of different phases of language development!

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During toddlerhood, development is occurring rapidly on a variety of planes- especially that of language. Children begin using systematic utterances of phrases to communicate rather than just utilizing simplistic sounds. This development of language is not simply a matter of imitation, but a creative construction in which the child is constantly learning from social activity and interactions.

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Phase 1: single-word utterances, each of which has a single function
Phase 2: combining words to enable combining functions. MACROFUNCTIONS emerge from these combinations: the pragmatic (instrumental and regulatory) + the mathetic (personal and heuristic- this enables children to learn about the world). Grammar combines words to have either function. Dialog is he adoption of linguistic roles. Below you will see the transition from phase 1 to 2.
Phase 3: Structure emerges- enabling every utterance to combine BOTH ideational and interpersonal metafunctions.

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How language changes the world of the toddler

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How language changes the world of the toddler

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When a toddler begins using language more frequently and starts naming things around them, their perception of the world and their environment changes.

-Sapir-Whorf hypothesis: language shapes perception and thinking.

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-Structure-mapping:  when toddlers recognize that certain words coincide with features, which then leads them to notice the difference in types of objects. As well as the use of the same words in different instances, leading to learning about new categories.

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Linguistic differences in different cultures affect the way toddlers learn the language. As said in the text, Spanish speaking toddlers learn to make the distinction between an object and a substance faster than English speaking toddlers.

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Shapes are a crucial part in the cultural categorization of objects which is why toddlers are drawn to objects that are similar to the ones they know.

Naming helps with recognizing and categorizing objects which then leads to talking about similarities between objects at 24 months old.
Shape bias: When toddlers learn the names of things that are similar in shape.

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A toddler’s develops the awareness that they are separate beings that can be observed and evaluated by others and that they may be seen in a way that is different from how they view themselves.

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A small red mark was placed on a toddlers nose before he looked into a mirror. A toddler nearing the end of toddlerhood would see the red spot in his reflection and realize that it is on his own nose, touching it with curiosity or anxiety.

Distal style of parenting: face-to-face interaction with eye contact as objects are shown to the infant/toddler that encourages awareness of self as independent.

Children experiencing this type of parenting, are more likely to recognize themselves as an autonomous, separate person.

Proximal style of parenting: emphasizes physical contact, encouraging togetherness and unity.

Toddlers who experienced proximal style of parenting showed more self regulation and compliance and less self-recognition on the rouge test.

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Toddlers begin using own name or “I.”

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Embarrassment, pride, shame, guilt, envy emerge in the toddler's world.

These new emotions in the later toddler years involve some level of self-evaluation. Toddlers respond to their own successes with pride and celebration, and wrongdoings with shame or guilt. (These are affected by culture.)

Negative evaluations of a toddler actions lead to shame when older. Positive evaluations and helpful feedback lead to persistence on tasks (mastery motivation).

Toddlers are learning that actions have consequences and are beginning to manage emotions on their own.

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The child moves from self-awareness to self-consciousness, in which he understands himself and begins to feel responsible for consequences. An interpersonal self develops based on the world around the child.

Emotional core: sense of own worth and possibilities (These are affected by couture, social context and relationships.)

Older toddlers are now able to imagine one thing as another and apply the same name, understanding that there is a difference between the real and imagined object. (Example given was a toddler imagining that a stick is a horse. She calls it a horse and rides it but knows it is not a real horse.)

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A child's speech begins as a way to simply label objects.  Eventually, they begin to use speech as a form of expression.  This requires the ability to see something and also understand that counts as a specific type of thing (seeing-as).

As their understanding of speech as a representation of the world grows, their ability to describe the world they live in also grows.

Speech is the first step toward understanding material representation.

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Drawing is a distinctly human ability that begins to emerge during toddlerhood.  The ability to utilize material representations allows us to understand things that are not readily available (for instance, a picture allows us to see the surface of the moon).

If provided the materials, a toddler will spontaneously draw.

Canonical Bias:  toddlers do not draw what they can actually see, but rather a typical example of that kind of object (for example, if asked to draw a cat, they would draw the entire body of the cat even if they only see the head of a cat). Piaget called this intellectual realism: children draw what they know, not what they see.

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*Semiotic Function: Piaget's term for the capacity to understand and create material representations.  Enables the child to represent an object/event that is not present (a signified) through an object that is present ( a signifier).
*Semiosis: The process of interpreting and responding to some aspect of the environment as a sign.
*Charles Peirce theorized that semiosis involves THREE components: the sign, the object as it is taken as, and the interpretant (the taking of the sign as an object).
*Peirce and Vygotsky both viewed semiosis as an interaction between child and environment.

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While language can be communicated and developed by other means, such as gestures, it will only develop if it is used in social interaction with people whom and infant or toddler has a close relationship.

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"A toddler's pragmatic utterances enable her to act on and in the environment, and influence people. The toddler's mathetic utterances enable her to talk about her environment, interpret it, and so learn through talk. A typical example is "Was 'at?" The toddler can now participate in dialog."

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Frames of reference: the need for an understanding regarding the objects surrounding them. CONSISTENCY IS KEY!

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Self-Control in a toddler comes about around the age of two. The cognitive resources around them allows them to control their actions. Words/Language provide an almost distraction in a way so they can focus on that instead of giving into impulse.

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During the second year, the toddler progresses through play to a point of making one object stand for another, at that point, they are CREATING a material representation.

Children across cultures show similar patterns in play.

Pretend play is greatly enhanced when performed as a social act. Research shows a toddler playing with a parent or older sibling engages in more complex symbolic play.