Communication and LanguageDevelopment in ChildrenBy: Michelle Dempster

Please click on picture to watch how Ernie and Bert communicate.

Why do we communicate?

The purpose of communicating is to meet our needs:Physical needs are meet though physical interactions. Isolated people tend to have shorter life spans, and

those lacking that physical need have negative health affects. Example:In Germany in 1196-1250, Emperor Frederick the II proved that lack of physical need can lead to death. He forced nurses and foster mothers not cuddle or nurture babies including speaking to them. He only allowed them to bath and feed the babies. He was trying to prove what Mother Tongue they would speak, but was unsuccessful since all the babies died (Adler et al, 2012).

Social needs are pleasure, companionship, control and affection.Identity needs are developed through others, seeing how people interact with one another and how they react to the individual help shape one’s identity.Practical goals are getting what we want from others (basic needs - food, air, and water).

(Adler et al, 2012)

Communication and Language Development

Every child has different communication styles. From birth, children use their environment to grow communication skills. Along with each child's unique personality, the way that others interact with them help determine how they will communicate.

According to authors Weitzman and Greenberg of “Learning Language and Loving It”, they have identified four conversational styles that children develop as soon as they are born. These styles include personality, early interactions with caregivers, and communication feedback and their interactions among peers, caregivers and family.

Four Conversational Styles- The Sociable Child- The Reluctant Child- The Child with Own Agenda- The Passive Child

Conversational Styles

The Sociable Child• Initiates interactions.• Responsive to others.• With a language delay this

child may be hard to understand or slow at talking, but still wants to interact with others (Weitzman, et al, 2002).

(www.hanen.org, 2015)

Conversational Styles

The Reluctant Child• Seldom initiates.• Usually not in a group - outsider.• Difficulty with peer interactions and may

take time to warm up.• With a language delay, this child may be

hard to understand, reluctant to initiate, or can’t communicate properly. This child will usually respond to others who try to interact with him (Weitzman, et al, 2002).

(www.hanen.org, 2015)

Conversational StylesThe Child with Own Agenda• Plays alone.• No interest in interacting with

others.• May enjoy some social

interactions (Weitzman, et al, 2002).

(www.hanen.org, 2015)

Conversational Styles

The Passive Child• Seldom initiates or responds.• No interest in objects or people

around.• Does not engage in social

interaction. • Development delay if child is

consistently in this style (Weitzman, et al, 2002).

(www.hanen.org, 2015)

Stages of Language Development

The following are stages identified by Weitzman and Greenburg, that each child will pass through in their language development.

Stage 1 – Discoverer (birth to 8 months)Stage 2 – Communicator (8 to 13 months)Stage 3 – Firsts Words User (12 to 18 months)Stage 4 – Combiner (18 to 24 months)Stage 5 – Early Sentence User (2 to 3 years)Stage 6 – Later Sentence User (3 to 5 years)(Weitzman, 2002)

Stage 1 - Discoverer“I cry, I smile, I make sounds and look –Figure out what I mean by hook or by crook!”(Weitzman, 2002)

• Interested but doesn’t send any messages.

• Expresses feelings through behaviour.

• Caregivers respond to the Discoverer by watching their focus and state what the discoverer is looking at.

Example – Caregiver sees baby looking at stuffed animal. Caregiver says “Do you want your stuff animal?”A language delay at this stage would indicate a significant delay. Other delays can be evident such as cognitive or motor development (Weitzman, 2002).

Stage 2 - Communicator“With sounds, looks, and gestures I ’talk’ to you.Now, help me learn a word or two.”(Weitzman, 2002)

• The use of gestures, gaze, sounds and expression help make messages mean something.

• Sociable• Goal Minded• Joint Attention• Sharing of information.A language delay at this stage would indicate child has difficulty learning how to use words. Their understanding is more advanced as compared to their ability to use their expressive language (Weitzman, 2002).

Stage 3 – First Word User“From my mouth the words now pour.Your job is to give me more”(Weitzman, 2002)

• One to two words along with gestures.

• Up to about 50 words in this stage.

• Converse briefly.• Conversational turn-taking.• Understanding of language.A language delay at this stage would indicate child may have difficulty expressing themselves but can still understand the language being spoken. Or, the child may be delayed in both expressive and language understanding. Children delayed at this state may lack vocabulary expansion and show difficulties in participating in conversations. They may use more pictures and signs to help them communicate (Weitzman, 2002)

Stage 4 – Combiner“I put words together and begin to chat-Converse with me, it’s as simple as that!”(Weitzman, 2002)

• Expands up to about 200 words in this stage.

• Single words into two word-sentences.

• Increased conversational turn-taking.

A language delay at this stage would indicate child may continue to use single words and some two worded sentences. Variations in receptive language plays a part in whether child understand the language. These children will take part in conversations, but only briefly, unless the caregiver can offer support in extending conversation turn-taking. Children may also have problems answering questions and making comments (Weitzman, 2002).

Stage 5 – Early Sentence User“My words and sentences now have grown-I can tell little stories on my own”(Weitzman, 2002)

• Two to five word sentences.• Short conversations. Longer if

child initiates them.A language delay at this stage would indicate child does not understand grammar rules. Difficulties using pronouns and verbs. Short sentences. Expressing messages and explaining events with great difficulty. Unable to turn-take in conversations (Weitzman, 2002).

Stage 6 – Later Sentence User“I’ve learned to talk and take my turn.My job now is to talk to learn.”(Weitzman, 2002)

• 5,000 words in vocabulary.• Imagination, stories full of

information, events that are both current and future.

• Personal experiences.• Sentences are four words long.• Correct and complex grammar

used with few errors.• Linking more ideas together to

make complex sentences (Weitzman, 2002).

What Can Affect Speech and Language Development• Articulation  - produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such

as “l” or “r”);

• Fluency - disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided.

• Voice - has an abnormal quality to its pitch, resonance, or loudness; and

• Language - problems expressing needs, ideas, or information, and/or in understanding what others say.

Causes of Speech and Language DisorderHearing loss.Neurological Disorders.Brain injury.Intellectual disabilities.Drug abuse.Physical impairments such as cleft lip or palate, and vocal abuse or misuse.Most of the time cause is unknown.

When working with young children, understanding their styles and stages of their communication development will help you create the best interaction possible. Teaching Preschool and being a Speech and Language support worker, I gained experience working with children of all different ages. Each child brought with them a particular style and each were at a particular stage.

Reference Page

Alder, R., Rolls, J., & Proctor II, R. (2012). Look (Canadian ed.). Toronto, ON: Nelson Learning

Deafine. (n.d.). Hard of hearing [online image]. Retrieved October 20, 2015 from http://deafine.tumblr.com/post/106492920090/im-deafhard-of-hearing-uhhh-no

Hanen (n.d.) Communication Styles [online image]. Retrieved October 20, 2015 from https://www.google.ca/search?q=reluctant+child&biw=1600&bih=775&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI7rrMkYXzyAIVRM9jCh2bEwcD#tbm=isch&q=reluctant+child+hanen&imgrc=oi-dfrwxnbEf0M%3A

Parent Center Hub. (n.d.). Speech language. Retrieved October 20, 2015 from http://www.parentcenterhub.org/repository/speechlanguage/

Success For Kids With Hearing Loss. (n.d.). Twelve speech and language considerations [online image]. Retrieved October 20, 2015 from http://successforkidswithhearingloss.com/12-considerations-speech-language/

Weitzman, E., & Greenberg, J.(2002). Learning language and loving it (2nd ed.). Toronto, ON: Transcontinental Interglobe Inc.

Sesame Street. (2015, October 20). Ernie and Bert can’t communicate. [video file]. Retrieved from https://www.youtube.com/watch?v=kjF4rKCR81o