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Phonological development refers to how children learn to organize sounds into meaning or language during their stages of growth. Sound is at the beginning of language learning. Children have to learn to distinguish different sounds and to segment the speech stream they are exposed to into units – eventually meaningful units – in order to ...
The 2 primary phases include Non-speech-like vocalizations and Speech-like vocalizations. Non-speech-like vocalizations include a. vegetative sounds such as burping and b. fixed vocal signals like crying or laughing. Speech-like vocalizations consist of a. quasi-vowels, b. primitive articulation, c. expansion stage and d. canonical babbling.
Around 9–10 months, babies can imitate non speech sounds, and speech-like sounds if they are in the child's repertoire of sounds. [14] Infant babbling begins to resemble the native language of a child. The final stage is known as conversational babbling, or the "jargon stage".
Language development in humans is a process which starts early in life. Infants start without knowing a language, yet by 10 months, babies can distinguish speech sounds and engage in babbling.
A speech sound disorder (SSD) is a speech disorder affecting the ability to pronounce speech sounds, which includes speech articulation disorders and phonemic disorders, the latter referring to some sounds not being produced or used correctly. The term "protracted phonological development" is sometimes preferred when describing children's ...
English phonology is the system of speech sounds used in spoken English. Like many other languages, English has wide variation in pronunciation , both historically and from dialect to dialect . In general, however, the regional dialects of English share a largely similar (but not identical) phonological system.
According to many phoneticians, the sounds of language arrange and re-arrange themselves through self-organisation. [62] [63] [64] Speech sounds have both perceptual (how one hears them) and articulatory (how one produces them) properties, all with continuous values. Speakers tend to minimise effort, favouring ease of articulation over clarity.
With enough vocabulary, infants begin to extract sound patterns, and they learn to break down words into phonological segments, increasing further the number of words they can learn. [7] At this point in an infant's development of speech their lexicon consists of 200 words or more and they are able to understand even more than they can speak. [33]