The development of speech production

Presented by Group 1: Nadia Turrahmi Hiffzah Roudhoh

The first year of speech production

Stage 1 (0-8 weeks): basic biological noises

Reflexive noises States of hunger, pain, or discomfort that make them crying and fussing Breathing, eating, excreting, and other bodily actions vegetative noises sucking, swallowing, coughing, and burping

The examples
Crying coughing

 Stage II (8-20 weeks): cooing and laughing Between 6 and 8 weeks, the first cooing sounds are produced. These sounds develop alongside crying, gradually becoming more frequent and more varied, as the childs respond to their mothers smiles and speech

The example
Cooing

 Stage III (20-30 weeks): vocal play

The sounds of vocal play are much steadier and longer than those of cooing. They are usually at a high pitch level, and involve wide glides from high to low.

The example
Vocal play

 Stage IV (25-50 weeks): babbling

Babbling is much less varied than the sounds of vocal play, in the early part of this period. Babble utterances seem to have no meaning, though some may resemble the words of later speech.

The example
Babbling

 Stage V (9-18 months): melodic utterance Parents begin to sense intentions behind these utterances, with their more welldefined shape, and often attribute meanings to them, such as questioning, calling, greeting, or wanting.

Early speech stages: Naming, holophrastic, telegraphic, and morphemic

Naming: one-word utterances Children can be said to have learned their first word when (1) they are able to utter a recognizable speech form and when this is done (2) in conjunction with some object or event in the environments. For example: da for daddy

 Holophrastic function: one word utterances

holophrastic, where holo indicates whole, and phras indicates phrase or sentence For example peach, Daddy, spoon was used to describe a situation where Daddy had cut a piece of peach that was in a spoon.

 Telegraphic speech: two and three-word utterances

Variety of purposes and semantic relations. Regarding purposes, the child uses language to request, warn, name, refuse, question, answer, etc. in order to gain these ends, the utterances involve such semantic relations and concepts as agent, action, receiver, possession, location, and so on.

 Low incidence of function words

A second feature of the childs utterance is the low incidence of function words such as articles, prepositions, and the copula be For example ask the child to make a sentence with word toy and table by what function of preposition like on, they can make the sentence into the toy is on the table, in a situational context where the toy is on a table.

 Close approximation of the languages word order The final feature of the childs utterances which might be noted is the close correspondences of the childs word order to that of proper sentences. The child learning English tends to say My cup rather than Cup my and Daddy come rather than Come Daddy when describing the arrival of Daddy

 Morpheme acquisition
They start to add function words and inflections to their utterances. Function word like the prepositions, the modals, the auxiliaries begin to appear together with inflections such as the plurals and tense marking such as the past tense form on worked.

Phonological development

Phonological development is the gradual development of an organized, adult-like system of sound contrasts. Phonological development is thought to have three aspects (Ingram, 1989a):
the way the sound is stored in the childs mind; the way the sound is actually said by the child; the phonological rules or phonological processes that map between the two above.