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Language Learning in Early childhood

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Marila Cardoso Sanches

on 22 January 2014

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Transcript of Language Learning in Early childhood

The first years
"One remarkable thing about first language acquisition is the high degree of similarity in the early language of children all over the world"
"The acquisition of other language features also shows how children´s language develops systematically and how they go beyond what they have heard to create new forms and structures".

(cap.1 - pg. 4)
Grammatical Morphemes
" As children progress through the discovery of language in their first years, there are predictable patterns in the emergence and development of many features of the language they are learning. Researchers found that fourteen grammatical morphemes were acquired in a remarkably similar sequence."
Capítulo 1:Language Learning in Early Childhood

LIGHTBOWN, Patsy M. & SPADA, Nina. How Languages are Learned. Oxford: Oxford University Press, 1993.

"What enables a child not only to learn words, but to put them together in meaningful sentences?"

(cap.1 - pg. 1)

Stage 1
: negation is usually expressed by the word
No. No cookie. No comb hair.
Stage 2
: Utterances grow longer and the sentence subject may be included.

Daddy no comb hair.
Don´t touch that!
Stage 3
: children may add forms of the negative other than 'no', including words like

do it. He
want it.
Stage 4:
children begin to attach the negative element to the correct form of auxiliary verbs such as 'do' and 'be'.

You didn't have supper. She doesn´t want it.
don't have no
more candies.
Semana de Planejamento
22 - 29 Janeiro/2014

" These stages in language acquisition are related to children´s cognitive development".
Present progressive
(Mommy running);
plural ( two books);
irregular past forms ( Baby went);
( Daddy´s hat);
copula (Annie
regular past
(She walked) ;
third person singular simple present
(She runs);
(He is coming).
Important: the children did not acquire the morphemes at the same age or rate."
is generally the first -
wh question
word to be used. It is often learned as part of a CHUNK (Whassat?)
emerge very soon. Identifying and locating people and objects are within the child's understanding of the world.
emerges around the end of the second year and becomes a favourite for the next year or two. Children seem to ask an endless number of questions beginning with
, having discovered how effectively this little word gets adults to engage in conversations.
'When' and 'How'
emerge when the child has a better understanding of manner and time.
(cap.1 - pgs. 1 e 2)
(cap.1 - pgs. 2 e 3)
(cap.1 - pgs. 4 e 5)
Stage 1
: Cookie? Mummy book?
Stage 2:
You like this? I have some?
Stage 3
: Can I go? Are you happy?
the Teddy
Do I can
have a cookie? -
Stage 4
: Are you going to play with me?
Stage 5
: Are these your boots? Does Daddy have a box?

(cap. 1 - pgs. 6 e 7)
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