the development of speech production

8/12/2019 The Development of Speech Production

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The development of

speech production

Presented by Group :Nadia Turrahmiiffzah Roudhoh


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The first year of speech production

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

Reflexive noises States of hunger pain ordiscomfort that make them crying and fussingBreathing eating excreting and other bodilyactions vegetative noises suckingswallowing coughing and burping


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The examples

Crying coughing


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Stage II (8-20 weeks): cooing and laughing

Between 6 and 8 weeks, the first cooingsounds are produced. These soundsdevelop alongside crying, graduallybecoming more frequent and morevaried, as the childs respond to theirmothers smiles and speech


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The example

Cooing


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Stage III (20-30 weeks): vocal play

The sounds of vocal play are muchsteadier and longer than those ofcooing. They are usually at a high pitchlevel and involve wide glides from highto low.


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The example

Vocal play


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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, thoughsome may resemble the wordsof later speech.


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The example

Babbling


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Stage V (9-18 months): melodic utterance

Parents begin to sense intentions behindthese utterances with their more well-defined shape and often attributemeanings to them such as questioningcalling greeting or wanting.


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Early speech stages: Naming holophrastictelegraphic and morphemic Naming: one-word utterances

Children can be said to have learned theirfirst word when (1) they are able to utter arecognizable speech form and when this isdone (2) in conjunction with some object orevent in the environments.

For example: da for daddy


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Holophrastic function: one word utterances

holophrastic, where holo indicateswhole, and phras indicates phraseor sentenceFor example peach, Daddy, spoon

was used to describe a situationwhere Daddy had cut a piece ofpeach that was in a spoon.


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Telegraphic speech: two and three-wordutterances

Variety of purposes and semantic relations.Regarding purposes, the child uses language torequest, warn, name, refuse, question, answer,etc. in order to gain these ends, the

utterances involve such semantic relations andconcepts as agent, action, receiver,possession, location, and so on.


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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.


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Close approximation of the languages wordorder

The final feature of the childs utterances

which might be noted is the closecorrespondences of the childs word order tothat of proper sentences. The child learningEnglish tends to say My cup rather thanCup my and Daddy come rather than ComeDaddy when describing the arrival of Daddy


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Morpheme acquisition

They start to add function words and inflections totheir utterances. Function word like theprepositions the modals the auxiliaries begin toappear together with inflections such as the pluralsand tense marking such as the past tense form onworked


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Phonological development

Phonological developmentis 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.


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the development of speech production

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