Child Language Development

Language plays an important role in a child’s intellectual, emotional and social development. Language can be both seen and heard. Language is a guide to social reality (Sapir, 1949). For example, body language, sign language and the social convention about how to combine words, express and connect ideas to interact with other people. All language including written, visual and spoken developed from cultural and social contexts and understood in people's social and cultural background (Green, 2006, p.2). Language is diverse and used for various purposes and different context. For example, multilingual communities use different languages in different contexts for different purposes. Many children home language will not be Standard Australian …show more content…
The child uses iconic gestures in the sense of systematic language. For example, pointing at an object they require or pulling on the shirt of a parent to get the attention of a parent and says “What that One”. Gesture behaviour or called kinetic behaviour is important is a form of non-vocal means of communication. Early Years Learning Framework Australia (EYLF) (DEEWR, 2009) have emphasised on providing opportunities for children to engage in purposeful and meaningful communication. Furthermore, to experience a range of communication skills variety of occasions or settings, and to use language in different social settings achieves different outcomes in the effective use of language. For instance, conversations, sociodramatic play, games, and news-telling are examples of a range of experiences that allow the development of a child to use language for different …show more content…
Syntactic, semantics and pragmatic and phonological to become linguistic and communicative competent (Fellowes & Oakley, 2014 p.21) A child’s vocabulary expands as their semantic development is growing. Children acquire adult words and their meaning and understand synonyms, antonym, prefixes and suffixes and how these words affect meaning in a sentence structure. For instance, some see the glass half empty, and others see the glass half full. The phrase is interpreted with varieties and changes in the meaning of the text. Once older children or adolescents reach high school, written language is more advanced in structure than it is with everyday speech (Wood, 2010, p.88). Therefore, children learn to write the appropriate grammatical language which could be read by an absent and even an unknown reader who does not share their same experiences or