Receptive Language: Adolescence (11-19 years) Fagus Guides > Language Development Receptive Language: Adolescence (11-19 years) Early adolescence (11-14 years) uses the spellings of words to help understand their meaning (e.g. knows that ‘un’ means not) understands (and can explain) words related to different school subjects (e.g. digestion) understands more complex words (e.g. words ending in…

Pragmatics Development Fagus Guides > Language Development Pragmatics Development Figure 5. An overview of the development of pragmatics during childhood and adolescence. Fagus Guides > Language Development

Pragmatics: Infancy (0-2 years) Fagus Guides > Language Development Pragmatics: Infancy (0-2 years Birth uses crying to signal needs however this crying is undifferentiated for different needs; listeners are unable to distinguish whether the cry indicates hunger, discomfort or pain 3 months protoconversations with caregiver emerge 5 months uses differential crying to signal different needs…

Pragmatics: Early Childhood (2-7 years) Fagus Guides > Language Development Pragmatics: Early Childhood (2-7 years) 2 years asks for help verbalises feelings of sadness, happiness, anger, fear and worry (see Self-Awareness) 3 years carries out simple conversations talks about themselves (e.g. who is in their family, their favourite things) talks with other children when playing…

Pragmatics: Middle Childhood (7-11 years) Fagus Guides > Language Development Pragmatics: Middle Childhood (7-11 years) metalinguistic awareness increases understands that miscommunication of information may be the fault of the speaker as well as the listener asks for clarification of meaning rephrases wording if the listener does not understand what they have said from approximately 9…

Pragmatics: Adolescence (11-19 years) Fagus Guides > Language Development Pragmatics: Adolescence (11-19 years) Early adolescence (11-14 years) pays attention and listens to others, asking appropriate questions to find out more maintains topic of conversation maintains conversations with others, even when the listener is not as skilled at this actively participates in discussions, sharing their own…

Non-Verbal Communication Fagus Guides > Language Development Non-Verbal Communication Figure 6. An overview of the development of the use and understanding of gesture during childhood and adolescence. Fagus Guides > Language Development

Non-Verbal Communication: Infancy (0-2 years) Fagus Guides > Language Development Non-Verbal Communication: Infancy (0-2 years) Birth prefers to look at faces (over other visual stimuli) 1 months preference for social stimuli reacts to sound (e.g. aroused by loud noises, shies away from sudden noises, prefers mother’s voice, prefers mother to use low pitched voice) makes…

Non-Verbal Communication: Early Childhood (2-7 years) Fagus Guides > Language Development Non-Verbal Communication: Early Childhood (2-7 years) 2 years looks at the listener when speaking to them recognises the six basic facial expressions of emotion (happy, surprise, fear, anger, sadness, disgust) performs actions to familiar songs (e.g. The Wheels on the Bus) 3 years understands…

Non-Verbal Communication: Middle Childhood (7-11 years) Fagus Guides > Language Development Non-Verbal Communication: Middle Childhood (7-11 years) uses more complex gestures uses metaphorical gestures (e.g. rolling hand to indicate that something lasted for a long time, using thumb and forefinger to symbolise something small, putting out an open palm to indicate a problem) uses situational…

Non-Verbal Communication: Adolescence (11-19 years) Fagus Guides > Language Development Non-Verbal Communication: Adolescence (11-19 years) abstract pointing emerges at around 12 years metaphoric gesture whereby pointing to space is used to convey non-spatial meaning (e.g. pointing to a central space and saying “they’re meant to be the good guys” before pointing to the right and…

Language Development: Example Objectives, Goals and Plans Fagus Guides > Language Development Language Development: Example Objectives, Goals and Plans These examples were developed for pupils attending Beech Lodge School. Pupil A is 13 years old and has a speech and language disorder. He tends to answer questions using short, basic sentences. His teacher would like…