Notes

I. Good day, everyone. Thanks for having me to give you some of my thoughts according to the early multi word utterances.
II. READ THE PPT ( INTRODUCTION )
III. READ - - - - Language development in children almost always follows a regular pattern. However, the age at which children achieve a particular milestone varies significantly. Furthermore, each child's development is typically marked by the gradual acquisition of specific abilities. Thus, "correct" use of English verbal inflection will emerge over a year or more, beginning with a stage where vocal inflections are almost always left out and ending with a step where they are nearly always used correctly.
As a parent, you experience the miracle of your child’s growth and development every day. It may seem like their sponge-like minds can expand infinitely, as they’re able to enjoy new experiences and showcase new skills more quickly than you can comprehend.

One of the most amazing aspects of your child’s growth process is their language development. Spoken language allows your child to interact with you and the world around them while gaining a broader understanding of their surroundings and their relationships. Many parents of young children are curious as to how they can help their child learn language, and if their child is on the right track when it comes to language development.

As with most developmental tasks, practicing language is critical to normal development. There is no one secret to assisting your child as they learn to communicate through spoken words, but talking lots – and listening even more – can help them learn how to speak in a way that is effective both for your child, and those communicating with them. At our Montreal Daycare, your child will have many opportunities to communicate with both adults and children, stimulating their language development while having fun.

The Typical Stages of Language Acquisition in Young Children
There are specific “typical” stages of language acquisition that parents of young children should look out for as your child learns to communicate through speech. However, it is important to note that there is much variation in the ages at which children reach these predictable stages and milestones.

For each child, their own development is usually dependent on their personal acquisition of specific speech abilities, which may differ from what the correct use of the English language skills portrays. Here’s one example of how the typical language stages are classified, based on a child’s lexicon and the way they assemble their words and sentences:
IV. READ - - - EXPLANATION - - - These early sounds are not deliberate; they are a reflex that the newborn cannot regulate. Babbling becomes more and more like talking as babies grow older. This gibberish is frequently referred to as jargon, and it has a cadence and tone similar to adult speech.

What exactly does "baby babbling" imply?
Babbling is made up of single-syllable sounds like "pa" or "ba," as well as more complicated, strung-together sounds like "a-ga," "a-da," or a long "ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-
Typically, between the ages of 6-8 months, children will start to make “babbling” noises, meaning that they begin to change pitch, create squealing and growling noises, starting yelling and playing with their loudness, and make extended bursts of sounds that are broken up rhythmically. Babbling is a developmental stage that hasn’t been uncovered anywhere else in the natural world!

Baby babbling transforms into word sounds and then simple words throughout time. But wait a few months for your baby's brain to connect word-like sounds like "ma-ma" to their genuine meanings. (Though you're not the first — or last — parent to think their chattering 3-month-old knows precisely what he's talking about!)

V. NEXT, LET'S PROCEED TO THE STAGE NUMBER 2
The holophrastic stage, often known as the one-word stage, is the second essential step in the language learning process for children. It occurs immediately following the babbling stage, which lasts from 12 to 18 months and is characterized by the usage of single words. Infants have acquired a few valid words to seek attention, request something, or communicate with those around them at this point.

They will frequently say a word while expressing their demands through body language and voice tone. This is an example when a child says 'food' while pointing to something they want to eat. Based on the child's words and gestures, the parent can determine that the child is hungry and wants food.
1. Vowel pronunciation.

Infants are more likely to learn to speak the entire vowel range in their language. Vowels are pronounced with an open vocal tract configuration (the tongue isn't involved in limiting or stopping the breath), making them easier to pronounce than consonants.

2. Consonant pronunciation.

After the vowels, infants learn to speak the whole spectrum of consonants in their language. Consonants are more difficult to pronounce than vowels because the vocal tract is partially or entirely blocked during speech.
3. Pronunciation of new letters first.

The new consonants that infants learn will often be used in the first letter of a word.

If an infant learns the constant 'd' , the first word they use will be a simple vowel-consonant combination, like 'da'.

Once the infant has become familiar with the consonant and feels more confident, they may utter a new word with the constant letter in the middle or end of the word.

VI. The Stage of Telegraphy
From 24-30 months, children will begin to use more complex sentences to demonstrate their needs and emotions. These are still usually relatively simple sentences, such as “doggy go bark” or “bus going,” which are more a demonstration of their lexicon rather than grammatical understanding.
The multi-word stage, also known as the telegraphic stage includes the production of longer and more complex grammatical utterances. Interestingly, it is called the telegraphic stage due to the sentences that are recited mimicking the information found in telegrams. It is clear that in this stage, children appear to deliver words in the correct order, making no errors, despite producing shortened sentence. This means that sentences are said in order of the subject, verb and object. Clearly, a rapid development is seen from the age of two and onwards, as simple two-word utterances begin to evolve into a broad range of utterances within the course of only a few short months. After 18 months, the child’s vocabulary expands immensely, with as much as ten to twelve words being recited a day.

Evidently, in this stage, the most important lexemes, such as prepositions, determiners, auxiliary verbs and inflections are utilized to express ideas. Although, the child tends to confuse the context of sentences, hence one must pay close attention in order to understand their telegraphic speech.

Children only start to produce words accurately by the age of 4. However the pronunciation of many words at this age is described as idiosyncratic, and adult correction is not encouraged because the child does not tend to hear their own mispronunciations, therefore not recognizing the mispronunciation that the parent aspires to fix.

Utterances become longer and often quite sophisticated as they consist of subordinate clauses, meaning that the structure of their sentences are far more complicated than the simple sentences of children’s books. The use of inflections are more frequently utilised with accuracy, although suffixes tend to be overused as standardization has not yet been developed. An example of this is the ‘s’ suffix to mark plural nouns, such as ‘sheep’ to ‘sheeps’ or ‘information’ to ‘informations’.

Auxiliary verbs are still not included in the child’s vocabulary.

Present participles are more likely to be used with the primary verb ‘be’ although will still have an unmarked form. At the age of two, the child begins to use ‘wh-question’ words, which are linked to the beginning of utterances. Moreover, ‘what’ and ‘where’ will be used first, followed by ‘why’, ‘how’ and ‘who’.

Negatives such as ‘can’t’ and ‘won’t’ appear along ‘no’ and ‘not’, which are now placed in front of the appropriate verb, rather than the beginning of the utterance.

A variety of pronouns are used during this stage, although with a still with a series of inaccuracy. This is because when being spoken to as ‘you’, the child assumes that they communicate in second person when referring to themselves. Accordingly, the first person singular ‘I’ is utilised to refer to other people. Although, as they begin to become more familiar with how pronouns and determiners differentiate based on context they learn to correct their own mistakes, for example ‘this toast is for you’ to ‘this toast is for me’. Additionally, their words are often accompanied by gestures to clarify the reference, as they become more familiar with language patterns. All in all, by the age of 2 and 3, they strengthen their language skills at a remarkable speed, where grammar and pronunciation become accurate and more consistent, as well as developing more sophisticated conversational skills as they learn to read more complex sentences.


VII. I PREPARED A CLIP HERE AND CREDITS TO THE RIGHTFUL OWNER.
PLAY VID----

one of the single-word utterances characteristic of children in the early stages of language acquisition, such as dada or yes. These are considered to involve a speech act going beyond the literal meaning of the single word so that, for example, cookie means I want a cookie now, just like what the baby says, she repeats what her mommy talks about, and obviously she only uttered one word.
A huge part of your child’s language acquisition experience is the quality time spent chatting and conversing – whether it’s during play time at their private daycare in Montreal, or on the way home with their parents. There are a variety of ways in which a parent and other loved ones can help to expand a child’s vocabulary and understanding of language, including:

Get your child to actively converse with you. Ask them their favourite colours, about their friends at their private daycare on the West Island, what they’d like to eat, etc.
Exaggerate the intonation of your words occasionally, so that your child can pay attention to the movements and sounds coming from your mouth.
Adjust your own speech to be a little slower and more pronounced so that your child can pick up on what you’re saying.
Stress the use of high-frequency words in their vocabulary, such as “please,” “thank you,” “stop,” “hi,” etc.
Be enthusiastic with your speech and language! Children love to listen to adults who speak with excitement, so strategize your own speech to be a little more upbeat.

VIII. MY TALKS IS NOT VALID IF I DON'T HAVE A POWERFUL EVIDENCE, SO HERE I'M SHARING TO ALL OF YOU MY EVIDENCE.
READ PPT----
This study aims to look at the meaning of the first words that children learn by looking at the input to a semantic learning device. The set of words potentially learnable at the very beginning of language acquisition is the set of words addressed to the child as single-word utterances, and (b) the most likely description of the meaning children attribute to one-word statements is in terms of the intentional communicative acts speakers perform in uttering these utterances. The communication function of eight mothers' one-word views to preverbal infants was investigated. It was discovered that words in the input that occur as one-word utterances had a high degree of function-specificity and even unit functionality. The findings suggest that children's first-word meanings are most likely lexicalization norms for certain communication behaviors.

IX. A 2O MINUTE IS SO SHORT FOR OUR LONG DISCUSSION BUT WE NEED TO END UP HERE, SO YES THANKS FOR LISTENING!!!!