https://padlet.com/charlotteleggett11/n1x9yg1ci2et en-us 2017-02-16 08:58:05 UTC 2017-02-16 10:22:44 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Babyhead.png charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154245813 Behaviourist's (Skinner) - 
Those who believe language is acquired through imitation and reinforcement.

Nativists (Chomsky) - 
The idea that children have an inherited ability to learn any human language.

Cognitive Development Theory ( Piaget) -
Those who believe language  is acquired because it is necessary. Child need and want to express their environment and feelings. 

Social Interaction Theory (Brunner) - 
This theory focuses on the language used by the parents. This can relate to CDS (child direct speech), a distinctive form of language use employed by adults when interacting with young children. 



 ]]> 2017-02-16 09:00:11 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154245813 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154247029 vegetative- sounds of discomfort or reflexive actions.
-recognise different cries for different things

cooing- comfort sounds, vocal play using open mouthed vowel sounds

babbling- repeated patterns of constant and vowel sounds

proto-words - word like vocalisation that have constant meaning sometimes called scribble talk.


Grammatical stages of development:
holophrastic stage- the one word utterances between 12-18 months.

2 words stage- two word utterances.
18-24 months.

telegraphic stage- three and more word combinations but often lack functions words. 
24-36 months.

post telegraphic stage- which is more grammatically complex sentences.
36 upwards months]]> 2017-02-16 09:10:51 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154247029 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154248695 Repetition
High pitch voice
Call children by their name
-address identities
Talk in present tense
One word utterances
More likely to use nouns 
- normally concrete nouns
Expansion 
Closed Questions
- yes or no answers
Lots of pauses
Recasting

]]> 2017-02-16 09:21:39 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154248695 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154249129 This is the difference between being shown how to do something and being able to do something unaided. ]]> 2017-02-16 09:24:35 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154249129 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154249406 Over Extension - When a child uses a single lexical item to name all things which share similar characteristics. Eg all four legged animals - dog.
Under Extension - When a child applies to narrow a meaning for a lexical item. Such as a child only recognising their teddy bear as  a 'bear'. They will not accept that other bears are also called bear.

Hypernyms, Synonyms and Antonyms
Hypernyms - umbrella term which serves as headings for categories. They lack specific details
Hyponyms - more specific terms which sit under the umbrella term. Eg food - hypernym, cake - hyponym.
Synonyms - these express similar meaning and can be seen as hyponyms. 
Antonyms - These express opposing meaning and could also be seen as hyponyms.

]]> 2017-02-16 09:26:15 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154249406 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154252646
Front constatnts- (b,d,p,t) come before back constants (g and k) this is because need muscle control from back of mouth 
plosives-(b,d,g,k,p,t) com before fricatives (f,sh, v,z) because they need teeth to make these sounds and they don't develop these till there older.
plosives at the beginning of a word (book) comes before those at the end (book) and don't emphasise last letter of a word which is imitation theory.
fricatives at the end of a word (lousie) come before those at the beginning (spike) because when the fricative is in the middle of the word the 's' is much softer, however if it is the first letter there is more empathises. 
constant clusters reduced to one constant  (gramma=jamma). this is known as constant clusters reduction or CCR as it is easier to articulate one of these sounds.
constant clusters at the end of a word (orange) come before those at the beginning (green) because it flows better but two separate sounds so can say them better.]]> 2017-02-16 09:46:46 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154252646 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154254364 Stage 1 - around 18 months: children will use no or not to make things negative, normally at the beginning of a phrase rather than at the end. 'No bed.
Stage 2 - between 2 and 3: children start to use no and not in front of verbs too, such as 'I know want juice'. They develop the use of contracted negatives such as cant and don't. 
Stage 3 - 3 years upwards: children stop using no and not the same way they did in stage 1. They use cant and don't correctly and start using other negative contractions such as didn't and wont, but isn't develops later. 

]]> 2017-02-16 09:58:37 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154254364 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154255177 Stage 1 - around 18 months: during the 2 word stage, children start to use rising intonation to indicate a question. 'Go walk'.
Stage 2 - 2 - 3: in telegraphic talk, children continue to use rising intonation but also use wh - words, eg where tractor or what mummy doing? They use a wider range of interrogative pronouns. Such as why, when and how?
Stage 3 - 3 upwards: children use subject-verb inversion eg can I see it? They also start to use auxiliary verbs for the first time. Eg what is mummy doing ]]> 2017-02-16 10:03:23 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154255177 charlotteleggett11 https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154256148 this is how words are constructed from route form:
eg. to show tense (verbs) or comparison (adjectives) 

Eg jump + ed - to create the past tense
                + ing - to create present continuous 
Eg big + (g) er - to create comparative 
            + (g) est - to create superiative. ]]> 2017-02-16 10:09:36 UTC https://padlet.com/charlotteleggett11/n1x9yg1ci2et/wish/154256148