Language development of the child
Having gone through many milestones which are very similar to the efforts with considerable semantic and syntactic potential. Irrespective of the quality of the language, he is able to use the language comfortable as means of communication within his group. This also applies with regard to the simplicity or the complexity of the language. In other words, he would have absorbed the language irrespective of its simplicity or complexity.
Language comes naturally, as a spontaneous creation,
and to a striking degree its development follows definite
laws, and in certain epochs reaches certain heights;
moreover this is true for all children, whether the
language of their race is simple or complex.”
Few more milestones follow this stage. Around 2-2 ½ years of age, the child is comfortable communicating his needs and thoughts. However at this stage he needs to be helped to utilise the language so as to consolidate it. He also needs to be helped to correct errors if any. Further, any incompletion which may have occurred with language development has o be immediately attended to. The period between 2 ½ to 3 ½ years is when the child starts becoming aware of the societal rules. At this stage the child passes through two milestones simultaneously. They are as follows –
- Over usage of rules – When the rules start making sense to the child, he wants to use them. He indeed enjoys using them. These rules help the child to deepen his understanding about the language and its structure. As his language assumes a more sophisticated form. It is filled with a number of rules. At times there is even a tendency to overuse these rules. Thus, a child who has been speaking correctly having absorbed it from the environment, now, introduces in his language, what is called the ‘created grammar’. This is owing to his inner need to understand the rule, acknowledge its pattern and follow it implicitly. This phenomenon occurs with all languages. At this stage he is not aware of the exceptions for the rules. Gradually with the right form of help offered, the child not only has a firm grasp of the rules but also its exceptions. At this stage the adults cannot offer any direct corrections or instruct the child about the rules and the special exceptions. The only form of help that can be rendered is to surround the child with correct expressions of language. Children then absorb them and internalise them.
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