lingustic

Stage 1 - 15 months

While a child is around 15 months they're in the holophrastic stage which occurs between 12 and 18 months. In this stage a child develops the ability to make a phrase out of one word. This is seen in the example 'allgone' which could act as both a question and a statement to those who understand the child, like the parents and family. This is also seen in the example of 'isee' a parent would understand this as a child wanting to touch something such as 'let me see', not as an adult would understand 'i see' from another adult which would be 'i understand'

20 months

At the age of 20 months the child is in the later stages of the holophrastic stage is this stage can often continue long then 18 months. The child may also begin to show evidence the two word stage in which they will being to put two words together to form a phrase. This is seen in the example of 'more juice' in which a child is asking 'can i have some more juice?' however a parents and close family would understand this from 'more juice'. similarly it is seen when a child may state 'no ball' this could either mean 'i don't want that ball' or it could mean 'I've lost my ball' this meaning would only be clear if you had the context of the conversation.

Stage 2 - 28 months

During the age of 28 months the child has just entered the telegraphic stage of communication, this is when the child will begin to use grammar words and understanding how to use tense in their speech. This is seen when a child uses the verb 'came' this is used in the sentence 'Teddy's hat came off' which is showing their understanding that its happen in the past and they're then informing their parent or family of the situation. Furthermore the child will also begin to use more complex sentence but only gradually and with this will come questions in which they are attempting to seek information.

Stage 3 - 36 months

At 36 months the child is beginning to come to the end of the telegraphic stage because this stage typically ends at around 36 months, but some children this may vary. The child will also begin to enter the post telegraphic stage in which they then begin to use far more advance sentence structures, complex and compound sentences will be evident regularly when then talk. This is seen through sentences such as 'Luke hit me, he did', with this statement there is no need for interpretation, this child is very clearly expressing what has happened in this situation, but are not yet able to produce any particular complex sentence, but are just about able to make sense of complex sentences.

Stage 4 - 40 months

40 months is the age in which most children will have reached the end of the telegraphic stage and have now solidly entered the post telegraphic stage which is mostly progress on top of the telegraphic stage in which they will now be able to explain any circumstances and also have the ability to gain information by asking more complex questions then they would have otherwise been able to during the telegraphic stage. From the post telegraphic stage the child will go on to learn more complex vocabulary and also gain a more in depth understanding of what they're saying to someone.

Bruner

Social Interactionist theory is an explanation of language development emphasizing social interactions between the child who is developing language and an adult who is linguistically knowledgeable.

Bruner focused on three areas; the cognitive theory of Jean Piaget, the information processing model of Brian MacWhinney and Elizabeth Bates and the social interactionist approach of Lev Vygotsky. Initially the research was descriptive in an attempt to describe the language development but more recently researchers have attempted to explain more varieties of acqusistion in which the learner learns to socialise towards other people.

Vygotsky laid the foundations for interactionists view of language acqusistion. According to Vygotsky it plays an important role in learning language he called this the zone of proximal development (ZPD) where the learners construct the new language through social interactions. In contrast the approach to child langauge it emphasizes that language is learned through stimulus response pattern but social interactionist say the emphasis is towards social stimulus to develop child language.

Essentially social interactionists base an emphasis on the way children interact with adults, and they way the responde to things such as 'good morning'. They believe it is very important to socialise with people otherwise, manners and responses wont be as developed as they have never experienced that type of thing.