LANGUAGE DEVELOPMENT

Task 2 Timeline

Name: Vicenta Torres Castro

Code: 514503

Tutor: Mary Luz Guerrero

NATIONAL OPEN AND REMOTE UNIVERSITY UNAD

SCHOOL OF EDUCATIONAL SCIENCES - ECEDU

BACHELOR'S DEGREE IN CHILDREN'S PEDAGOGY

2021

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• Make the timeline for its preparation, take into account:

• Age

• Event

• Description

• Opinion on these.

The four components of language

Phonetics: it is the sound with which words are pronounced, combined with a series of complex nuances

that make it interesting, phonetics is responsible for giving clarity to what the boy or girl wants to say, for

example, one begins by pronouncing syllables, not letters, and he pronounces them as he recognizes

them, if we can see his first communication is crying, which is a fairly strong and forceful sound.

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Semantics: it is the meaning that children begin to give to the sounds made up of words, therefore each

word, whether correctly said or not, has meaning and they apply it as such.

Morphosyntax: occurs when children begin to say meaningful phrases that are composed into sentences

using the verb and the predicate. As they evolve and learn, they improve their category in the phrases.

PRAGMATICS: this is the final phase in the acquisition of language, here the infant recognizes what he

says, begins to give real meaning to what he says, is coherent with what he speaks and wants,

understands what he speaks, distinguishes the object and its use everyday, therefore it is easier for you to

communicate.

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As future early childhood teachers, our commitment is to train in this area, and to be able to help improve

understanding in the children we manage, so that it is reflected in their environment, language

development is fundamental in the physical and comprehensive development of the child. , this evolution

is fundamental and necessary for the infant's future learning.

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 School of
| Educational Sciences A
National Open and
Distance University
TIMELINE
Identify the different stages or milestones of language development from the
0 to 8 years

0 TO 1 YEAR 1 TO 2 YEARS 2 TO 3 YEARS 3 TO 4 YEARS 4 TO 5 YEARS 5 TO 6 YEARS 6 TO 8 YEARS

PRAGMATICS PRAGMATICS

They are interested in In the sentences there is PRAGMATICS

PRAGMATICS
Identify the mother's voice.
Look carefully at the adult's
face.
Laughs loudly.
Responds to the adult with
babbling.
Cry, scream, touch, point,
use gestures to
communicate
SEMANTICS
Recognizes the adult's face,
says one or two words, uses
gestures, follows orders.
PHONETICS
Recognize voices and repeat
words.
OPINION
Boys and girls recognize
their surroundings, and are
skilled at communicating.
PRAGMATICS
Ask for things, express desires and
rejection, name some objects, share
moments.
SEMANTICS
Recognizes and says the name of
objects, implements new words.
Identify the object by name
MORPHOSISNTASIS
He says his first words.
Use simple, convoluted phrases, say
no and yes.
PHONETICS
It comes close to what it means in a
clearer way.
OPINION
Boys and girls increase their
development of language and body
expression, expressing what they
feel and want.
knowing the why of things.
Tell little stories
SEMANTICS
Understands when there are
situations, they respond to
more complex orders.
Recognize the use of some
objects
Your vocabulary increases
every day
MORPHOSYNTASIS
Says three-word sentences,
understands when asked,
uses simple sentences
.PHONETICS
You understand what he
says more
OPINION
Boys and girls improve their
language every day
PRAGMATICS
Accompany the game with
language.
Make short stories
SEMANTICS.
Understand the vocabulary
more, expand it and adapt it
to reality
MORPHOSYNTASIS
Use more complete and
complex sentences.
PHONETICS
The phonological system
continues to increase.
OPINION
Boys and girls at this age
understand what they say,
therefore we must take
advantage of their interest
in learning.
intention and
communication.
Explain what happens
SEMANTICS
Increases the vocabulary
that you hear around you,
and that is of interest to
you
MORPHOSYNTASIS
The phrases or sentences
are more complete, the
subject and the verb are
identified
PHONETICS
The sentences are clearer
and more concise, he
vocalizes his words better
OPINION
For them to develop
language, we must
stimulate and include new
'words'
PRAGMATICS
Language is affirmed, you
Master the language, expand
communicate in the game more
your vocabulary, tell complete
clearly, you describe and
stories
understand what you are
talking about, I tell stories.
SEMANTICS
SEMANTICS
Communication and language
and expression match the
Understands what he is talking
environment.
about and says negative
sentences, repeats couplets.
Learn riddles make jokes.
MOPHORSISNTASIS
MOPHORSYNTASIS
The sentences are more
If there is no constant stimulus in
complete, using past and future
the child, he or she may regress
tense verbs
in language development,
expression and vocalization when
PHONETICS
expressing sentences.
Some errors in pronunciation
PHONETICS
persist, but their phonological
system is complete
You may make mistakes in
pronunciation. Your vocabulary is
OPINION Children increase
enriched in your environment
language with studies and
your speech is fully developed
interaction
OPINION
As teachers, we must support the
language development of boys
and girls so that they - - -+i-”
------------------ete
 • Bibliographic references
• Perez, P. (2006). Communication and language development: indicators of concern. Retrieved from:

https://www.redalyc.org/pdf/3666/366638693012.pdf (p. 2-16)

• Cervera. J, (1989). Language acquisition and development in Preschool and Initial Cycle. Educators: magazine of

the Spanish federation of teaching religious . http://www.cervantesvirtual.com/obra-visor/adquisicin- y-desarrollo-

del-lenguaje-en-preescolar-y-ciclo-inicial-0/html/ffbcaf2e-82b1-11df-acc7- 002185ce6064_1.html ( 2-19)

• Olave, N. (2021). 514503- Language development and stages. (OVI). Recovered

from https://unmardepalabrasblog.com/2019/03/06/linea-del-tiempo-desarrollo-del-lenguaje/
 Recovered from:

https://unmardepalabrasblog.com/2019/03/06/linea-del-tiempo-desarrollo-del-lenguaje/

• Cervera. J, (1989). Language acquisition and development in Preschool and Initial Cycle. Educators: magazine of

the Spanish federation of teaching religious . http://www.cervantesvirtual.com/obra-visor/adquisicin-y-

development-del-lenguaje-en-preescolar-y-ciclo-inicial-0/html/ffbcaf2e-82b1-11df-acc7- 002185ce6064_1.html

( 2-19)

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School of
Educational Sciences ÜND
National Open and
Distance University