Descriptive Language

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Throughout their early years children learn to communicate with the signs, symbols and sounds we call language. Children typically develop language at a similar rate, resulting in the ability to measure their progress against set milestones. (Department of Education, Employment and Workplace Relations, 2016) Linguist Michael Halliday surmises that there are seven functions for which a child uses language for; Instrumental, is to make something happen (e.g. “Can you please pass me the book?”). Regulatory language attempts to control behaviours (e.g. “you need to hold hands to cross the road.”). Interactional language allows the child relate to others, a social language (e.g. conversation about the weather). Personal refers to the language…show more content…
“How humid is Bali?”). Imagination is as it sounds, using one 's imagination to create and entertain (e.g. riddles, jokes and stories) and finally, Informative language conveys facts and explanations (e.g. “Water boils at 100*C.”)

Outside of functions, throughout development in a child they also learn the rules and structure within their native language. All languages have rules and structure in their vocabulary, grammar and pronunciation. Standard languages are formal and usually originate from capital cities. (Hussey, 2014, pp128-130) When people move away from the area of language origin, we see accents and dialects develop. For instance, comparing the Scottish dialect to the British Standard. Vernaculars and colloquialisms also move languages away from the standard; for example, in Australia we see common use of words such as bogan, smoko and mate which one would not see used in the United Kingdom. ("English dialect study - an overview - Oxford English Dictionary", 2016) Culture, education, age, social status, ethnicity and specialty professions all influence the evolution of our language. Technology has also influenced modern
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“Drink Please”), regulation (e.g. “No, you get my shoes!” or tantrums), to interact (e.g. “Hug please”), in personal language (e.g. “I’m happy today”) , heuristically (e.g. “What is that?”), informatively (e.g. “ouch, that hurt”) and to some extent imaginative is still developing, however some 2 year olds enjoy imaginative play and make-believe play with their peers.

A 2011 report “Investigating the role of language in children’s early educational outcomes” indicates that receptive and expressive use of age appropriate language by a two year old may be an indicator on how successful they will perform at school. Not only in academics, but also socially. (Roulstone, Law, Clegg, Rush, & Peters, 2011)
By two years of age, the average child has approximately 200 words and uses 2-3 word sentences. Confidence with communication outside of the immediate family and social circle is growing. By this age any delays or deficiencies in the ability to hear, understand or speak are usually obvious and intervention to help the child develop these necessary language skills may be
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