Phonological Development in Children Essay

Phonology is study of the heavy(a) form of the diction and the rules for their combination. There ar about 200 sounds apply in languages throughout the world. As we all know, sound is the come outning of language learning. In learning to talk, children must acquire knowledge of the phonological forms of wrangle and phrases of their innate language and must learn the articulatory and phonatory movements needed to produce these words and phrases in an adult-like manner.Children learn their phonological system of native language redden since as hotshot- category-old infant. They first year of an infants action which is before they crowd out utter their first word be cognize as prelinguistic stage. Children do not utter their first word until they atomic number 18 about ane year old. At one month, they show two-dimensional perception of lecturing. A perceptual ability is ability to segment one sentence into individual word units. This ability usually leads to end produ ct and therefore helps in the development of lecturing production.Even though children do not produce their first word until they approximately 12 month long time old, the ability to produce reference sound start to develop at a much younger age. After the m some other giving birth, the young infant will produce un identify birth cry. Within 0 to 6 weeks, the infant can produce reflexive sound which atomic number 18 glottal catch and vowels much(prenominal) as ah, eh, and uh. Plus the infant to a fault can produce some variety non-crying sound. They besides produce variousiated cry which that true vocal communication acquires. In the range 6 to 16 weeks, infant start to produce cooing sound when they argon happy. Moreover, they begin to produce single syllables and blowing bubbles.At 4 month, infant simmer down pick out infant-directed comp be to adult-director speech. Plus by 4 month, infant perk up learned which feature they have to pay attention to at the suprasegment al take such as intonation and stress. At 5 months old, infant pick out to go through their own name to similar sounding word. On the other hand, by 6 month old, they expose more to their native language and start to learn not to pay attention to sound that are not meaningful in their native language.The production of vowel sound in the first 2 month lead to the production of concurring(a)s. low back consonants (g, k) are being produce around 2 to 3 months and front consonants (m, n, p) is being able to produce by infant at about 6 months old. In the range 3 to 6 month, mouth begins influence by their native language. In addition, they verbalise show cast away and inflection change. They start to produce double syllables-VCV such as aga. Children are also able to puts lips together and say m and nasal lineament is heard. Not only that, they also begin to vocalize their pleasure and displeasure. Infants in this range will stop vocalizing when adults enters and have self-init iated vocal play. They are also cooing, chuckling, gurgling and laughing.At 7 months, they able to segment word from speech that shows a strong-weak stress pattern, which is the close to common stress pattern in the English language. The process that allows infant to use prosodic cues in speech input to learn about language social organisation is known as prosodic bootstrapping . While children at 8 months old generally do not understand the meaning of the or so single word nevertheless, they still able to understand the meaning of certain phrases they hear a lot. By 9 months old, infant can differentiate native from nonnative language. Children uses m, n,t,d,b,p and y in babbling multiple syllables by 6 to 9 months old. They babbling melodiously or singing tones and uses several of sound combination. They also begin to have inflected vocal play and intonation patterns heard. Infant also simulate intonation and speech sound from the adult in their own repertoire. Reduplicative babbling begins for example bababa.From 9 to 12 months, children vocalize during play and also begin to vocalize in front of mirror. They are able to jabber obstreperously with wide variety of sounds and intonations. Infant combine different vowel and consonant into syllable string in vocal play and at this stage phonetic drift begins. Infant also acquire variegated babbling and combines different syllables in vocal play. At this stage, children normally have not yet begun to speak and thus have no production vocabulary besides in the range 10 to 11 months old, childrens cognition vocabulary size is about 11 to 154 words . During this transitional period from babbling to the utterance of the first word, children also produce protowords. Protowords is invented words that are used consistently to express specific meanings.In the range 1 year old to 1 years old, infants usually use jargon to communicate. We can also hear some repetition of words or echolalia. They are uses most v owels and consonants and some initial consonant. Basically, their utterances un straightforward with exception of a hardly a(prenominal) words. Intelligibility refers to the proportion of the speakers output that listeners can easily understand. They ordinarily leave out final consonant and some initial consonant. By the range of this age, they start to produce word in VC structure such as bo/boat and able to imitates some word accurately. By 14 months old, children usually produce their first word. First word is simple structure and contains the same sounds that were use in late babbling. At 16 months children comprehension vocabulary size ranges from about 92 to 321 words. At this age, childrens production vocabulary size at this age is typically around 50 words. Childrens production becomes more consistent around the age of 18 months.Within 1 to 2 years old, childrens words increase in frequency and jargon almost gone by 2 years old. Commonly, they will ask questions by raisin g intonation at end of phrase. Plus, children show improvement in intelligibility. Approximately 65% intelligible by 2 years. In addition, word produced with CVC structure such as big appear at this range of age.Intelligibility improve when they at 2 to 2 years old from 65% to 70%. Plus, they may issue over final consonant, reduce consonant blend and substitute one consonant for another. The size of the vocabulary production is about 50 to 550 words. Children also seem to build up their vocabulary faster if the speech they hear is related to their focus of attention more often.At 2 to 3 years old, children still do some substitution and alteration of consonants. They lapse to improve their intelligibility to approximately 80%. By this age they can master consonants p, m, n, w, h.Children at 3 to 3 years use final consonants most of time. At this age, Final-Consonant Deletion process, consonant assimilation, diminutization, doubling, prevocalic voicing, reduplication unstressed syllable deletion and velar consonant fronting should be gone. Children become very intelligible in connected speech by age 3 years to 4 years old. They had master consonantsb, d, j, g, f, y. Plus, phonological process continues which are cluster reduction, deplatalization, epenthesis, final devoicing, gliding, stopping and vocalization. In 4 to 4 years, should be few error and substitutions of consonant in children utterances. They become more intelligible especially in connected speech. At the range 4 years to 5 years old, children use most consonant sounds consistently and accurately. Even though, more errors present in tight blends. At 5 to 6 years old, children get the hang consonants such as t, ing, r, l. Follow by 6 to 7 years old, they begin to mastered consonant such as voiceless th, sh, ch, j.Hence, young children have unparalleled ability to learn meanings for the words they extract from the speech they are heart-to-heart to. Acquisition of the language is strongl y relate with environment. The phonological development should be know by parents to detect any phonological disorder on their child.