developing up to five

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DEVELOPING UP TO FIVE

v  To recap what was said earlier, in the starting to use language and starting to organize sentences, at two-word stage more often than not the child uses the same order of words as the adult.

Ex: The child hitting his mother for calling him a baby and insisting “ no baby” is using the word order as “ I’m not a baby “ what ever other differences there are.

v  One of the important aspects of word order in English is that usually the person who is doing something is mentioned first, then comes a verb, and the person or object that is affected by the action is mentioned after the verb.

Ex: “ Margaret dislikes Edward”.

It suggests that Margaret is the person who is disliking someone and Edward is the person who is disliked.

v  The child’s sentence “ You bang nose “ has the same order and suggests the same relationship between ‘you’, and the person who is banging, and ‘nose’, the object that was banged.

v  At two-word stage the child may be able to express only two of these three things but he nevertheless puts them in the same order as the adult, as in ‘water run’, when water is running into a basin and ‘making rounds’, when a boy is running round and round.

v  In particular there are two ways in which people or object can be affected by actions and the difference between these is shown by word order.

1.      In the sentence ‘Penny gave John a book’ the order shows that John received the book and that it was the book that changed hands.

Ø  In general the person who receives something is mentioned before the object that is given—‘John’ comes before ‘a book’.

Ø  The child has therefore to learn what the word order means when two persons or objects are mentioned after the verb.

Ø  About the age of five he in fact makes a rather curious mistakes : he thinks that the one that is mentioned first is the object that is affected and the one that comes second is the person who receives it.

Ø  So the child understand the word order exactly the opposite fashion to the adult.

2.      The second way to say the word order is using ‘to’

Ex : ‘Penny gave a book to John’

Ø  The order of ‘John’ and ‘a book’ has been reversed and the link word ‘to’ has been added.

Ø  So, in this alternative word order, the object that is given is mentioned first and the person who receives it is mentioned second.

Ø  The child of five who has such problems understanding ‘ Give the man the car ‘ has no problem at all with ‘ Give the car to the man ‘. He has latched on to one of the two word orders that occur in English. He understands ‘ Give the man the dog’ as if it were ‘ Give the man to the dog ‘ and does not see the importance of the link word ‘to’.

v  Another striking variation from the standard word order is questions.

v  A common way of asking a question is to use a different word order

Ex : ‘ Are you coming out this evening? ‘

                      Is different from

        ‘ You are coming out this evening ‘.

        Because the word ‘are’ comes before ‘you’ instead of after.

v  The usual way of asking questions is to have a verb such as ‘is’ or ‘can’ at the beginning of the sentence.

Ex : ‘Is it raining?’

        ‘Have you been to New York?’

v  Another important thing about questions is using ‘question words’ such as ‘where’, ‘who’, or ‘what’ which usually come first in the sentence.

v  The child soon learns to put question words in the right place. As with link words, the child does not learn all the question words at once. He starts by using ‘what’ and ‘where’ and then goes on to ‘why’, ‘how’, and ‘when’. But he learns to use the special word order for questions after he learns to use question words.

v  There are other sentences with special words orders which the child hears less often and which elude him for much longer.

Ex : ‘Tom was kicked by Mary’.

       In this sentence the child will act out Tom kicking Mary.

v  This chapter also discuss about the ways in which the child develops language for social purposes up to five.

v  Child uses language to get attention and to satisfy his own needs rather than to understand the other person. The child does not see himself as one person among crowd of people, but as the unique centre of the universe.

v  At playgroup situation shows the child in contact with a wider range of people. And child of 2,5 years spends much time talking to adult as much as he spends the time to children on his age, but he calling directly for the adult’s attentions. However, a child at 5 is talking to other children at least twice as much as he talks to the adult.

v  As the child becomes more aware of other individuals he uses language more to boost his own confidence.

Ex : A child playing with play dough says “ I’ve got lots” and other child immediately replies “I’ve got lots too”.

v  The growing independence from adults in the playgroup setting also means that the child plays more with other children rather than alongside them. Children start to cooperate in play with each other rather than being individuals.

v  Up to five there is a large increase in this children cooperate and pay attention to what others are saying. A child can also disagree or deny by saying –‘You’ve got two books. You can’t have two books”.

v  Other change before five is more connected with mental than social development. This is using language for giving reasons.

Ex : ‘Could I have that?’

        ‘ No’

        ‘Well I haven’t got nothing’.

CONCLUSION

This chapter has followed the child’s language up to about the age of five. Again it should be mentioned that it has taken only two threads out of the many that run through the child’s development. Nevertheless these two are undoubtedly important : the child has now mastered the ways in which sentences are organized, with certain exceptions, and has learnt how to use language for social purposes in group of other children.