Morphological Development
The rate of Morphological development in a child may differ, there seems to be some degree in the regularity in the stages that the children go through as they acquire different morphemes such as plural and past tense. At first children may produce correct morphological words because they are mainly repeating words like a parrot. As the child begins to recognize in the input that it is receiving and tries to work out the systematic fashion. As they begin to relies they may be making morphological errors which were previously correct. In these instances children are applying a particular pattern to a word that is in fact an exception to the rule. It is likely that they produce forms that they would not have heard from their surrounding environments.
With nouns, children usually learn to use the singular form in a noun first. Both in context when the noun is singular and where it is plural. For example saying the phrases ,'one shoe two shoe and three shoe'. In places where the plural form is irregular in adult speech, the child may hear the irregular form but not recognize that the word is in it's irregular plural form. The child may use it in place of the singular or use as a variant of the singular form. For example, 'one mice or one feet'.
With nouns, children usually learn to use the singular form in a noun first. Both in context when the noun is singular and where it is plural. For example saying the phrases ,'one shoe two shoe and three shoe'. In places where the plural form is irregular in adult speech, the child may hear the irregular form but not recognize that the word is in it's irregular plural form. The child may use it in place of the singular or use as a variant of the singular form. For example, 'one mice or one feet'.
Brown's Stages of Language Development
Roger Brown was an eminent social psychologist, best known for his studies in early linguistic development of children. In his stages he describes five stages of child language acquisition, based on the mean length in utterances (MLU), which is the number of morphemes (smallest unit of meaning) toddlers can produce.
Stage 1:
From 12 months of age to 26 months, children will be able to connect a subject with a verb and a action with an object, for example, 'dad walk or give juice'. at this age the child is also able to name a series of objects with out connectors. From 22 months of age to 26 months, children can complete subject-verb-object sentences, they are also able to use the present progressive -ing, to say 'mam cooking' for example. Prepositions in and on can also appear in the child's speech.
Stage 2:
Between 27 and 30 months of age, children learn how to use gonna, wanna and other embedding. Words such as don't and can't start appearing in negative sentences Children would have fully learned how to use in and on in sentences, while during this stage they will start learning how to use regular plurals, as well as irregular past, such as fell and ran.
Stage 3:
Between the age of 31 and 34 months, children will start using the auxiliary verbs both in declarative and interrogative questions. Children will start using conjunctions such as if, so, or and but. Possessives, articles and regular past should have been used regularly by kids at this stage.
Stage 4:
Between 35 months of age and 40, double auxiliary verbs will appear in declarative sentences. Children will use such verbs in negative sentences too, while adding isn't, aren't, doesn't and didn't to their vocabulary. In interrogative sentences, they will be able to ask yes/no questions.
Stage 5:
Between 41 and 46 months of age, the indirect object will make its appearance in sentences. Children will start using wasn't, wouldn't, couldn't and shouldn't. Tag questions will start appear, such as "He is tall, isn't he?" Children will start using relative clauses to connect very simple sentences, while three clause declarative will appear. By now the regular third person and the irregular third person will be easily used.
Stage 1:
From 12 months of age to 26 months, children will be able to connect a subject with a verb and a action with an object, for example, 'dad walk or give juice'. at this age the child is also able to name a series of objects with out connectors. From 22 months of age to 26 months, children can complete subject-verb-object sentences, they are also able to use the present progressive -ing, to say 'mam cooking' for example. Prepositions in and on can also appear in the child's speech.
Stage 2:
Between 27 and 30 months of age, children learn how to use gonna, wanna and other embedding. Words such as don't and can't start appearing in negative sentences Children would have fully learned how to use in and on in sentences, while during this stage they will start learning how to use regular plurals, as well as irregular past, such as fell and ran.
Stage 3:
Between the age of 31 and 34 months, children will start using the auxiliary verbs both in declarative and interrogative questions. Children will start using conjunctions such as if, so, or and but. Possessives, articles and regular past should have been used regularly by kids at this stage.
Stage 4:
Between 35 months of age and 40, double auxiliary verbs will appear in declarative sentences. Children will use such verbs in negative sentences too, while adding isn't, aren't, doesn't and didn't to their vocabulary. In interrogative sentences, they will be able to ask yes/no questions.
Stage 5:
Between 41 and 46 months of age, the indirect object will make its appearance in sentences. Children will start using wasn't, wouldn't, couldn't and shouldn't. Tag questions will start appear, such as "He is tall, isn't he?" Children will start using relative clauses to connect very simple sentences, while three clause declarative will appear. By now the regular third person and the irregular third person will be easily used.