Morphological and/or Syntactic Development

Morphological and Syntactic Development
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Sentences, sounds, phrases and words are the building blocks of any language. Within every language are a set of res that guide it and its users. For instance the sound combinations rules and the sounds systems are governed by the phonology of that specific language. Morphology with the reference to the words is basically the construction of these words and the structure they assume. When develops the morphological skills in the English language they are able to understand and articulates the structure of the words, from their root relative to the written and the spoken forms. This therefore, means they would have to develop the syntax skills, so as to understand the way the different words within any given sentence relate with one another to give meaning and uphold the grammatical rules.
Children’s Speech and Language Services. (2013). Morphology and Syntax. Retrieved from http://cslstherapy.com/morphology-and-syntax/.
The article deliberates on the relationship between the morphological and syntactical skills. While morphology relates to the structures of the words, syntax relates to the combinations of the words and the phrases in a manner that makes logical sense and is in line with the grammatical rules.
In relation to the subject, the source discuses the various aspects of children developing their morphological and syntactical skills. Deficit of these skills may force the child to limit their words, use the wrong words. The children that have poor motor skills also have the tendency to have difficulties selecting the right words to use and the order in which they follow. The source details how the children with the motor speech difficulties can be identified and then explains how the skills should develop in a normal scenario.
Budzienski, J. (2013). Syntactic Development in Children. Retrieved from http://everydaylife.globalpost.com/syntactic-development-children-3358.html.
This article discuses the guiding principles that were developed at Havard University by one of the professors of social psychology. Today it is commonly known as the brown’s stages of morphological and syntactical development. The idea developed around using morphemes as the unit of measure. This is used to track the ability of the children developing language acquisition skills. Brown’s concept is developed around six stages through which the child has to go through as they grow older.
The source is relevant to the subject addressed by the paper as it relates to the morphological and syntactical developments skills in children, from the time they produce their first syllable to the time they can be in a position to come up with a coherent sentence according to the grammatical rules of the language.
Hermes, A. (2011). Syntactic Development in Children. Retrieved from /article/508501-syntactic-development-in-children/.
Amanda, in this article discuses the various stages of syntactical development that were defined by roger brown back in the year 1973. Like the previous article, the stages are related to the development of the language skills relative to the age of the child in question. Starting from the age of 12 months up to 18 months, the children can be heard trying out their first syllables and later on simple short words such as ‘dog and car’. By the time they have clocked 42 months of age they can make simple sentences that refer to third persons.
The article relates to the subject material as it builds on the knowledge of gradual development of the syntactical and morphological skills.
Sagae, K., Lavie, A. & Whinney, B, M. (n.d.). Automatic Measurement of Syntactic Development in Child Language. Retrieved from /url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDEQFjAA&url=http%3A%2F%2Fchildes.psy.cmu.edu%2Fgrasp%2Facl05-ipsyn.pdf&ei=R6h4UtSOE4yB7QbIvoC4Dg&usg=AFQjCNE2DVr8q0vUP8qxkqxgxB8xAbPeCA&sig2=bor5UnGnTd9l2RFmNvIRJw&bvm=bv.55980276,d.ZGU.
In the research the authors, review the use of anew coding mechanism that can applied in the event of trying to understand the acquisition of a language in the children. In the research design, they formulate a scheme in which they use the dialogues between the children and their parents, and record the same in transcripts. The transcripts of the dialogues that are referred to as the grammatical relations are used in testing the memory of the children alongside the use of the statistical parser as well as other memory tools that can assist enhance the results accuracy.
The study relates to the subject as it tries to establish the manner n which the children learn the language at an early age and how the parents help them through the process.
Huttenlocher, J., Vasilyeva, M., Cymerman, E. & Levine, S. (2001). Language input and child syntax. Retrieved from /url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCoQFjAA&url=http%3A%2F%2Fpsychology.uchicago.edu%2Fpeople%2Ffaculty%2Flevine%2FHuttenlocherVasilyeva2002.pdf&ei=1qt4Ut_yJuqM7AawxoDQCQ&usg=AFQjCNEkY9wrvZShavN6vImYJLHy4_C5gw&sig2=281TFDbBHX1MqxA1Q2oi4g&bvm=bv.55980276,d.ZGU.
This source details the study that relates to the later developmental aspects of the children syntax, as most of the other studies that have come before it have dwelled majorly on the early stages development. While most of the other studies have been leaning towards the commonalities that exist between the children in the early development of the syntax, this study takes the research in a new direction and focuses on the difference that exist between the different children and the input levels variations. In the later stages most the children have now joined they local kindergarten and are being taught by their teachers in addition to the parents. Most children will show differences in their levels of input when trying to understand the word combinations, while others will have a relatively easy time. This therefore builds on the knowledge of the children development in the language, towards the latter stages of their language acquisition.
Anonymous. (n.d.). Morphological and Syntactic Development:Lecture 16 Evidence for grammar. Retrieved from /url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CC8QFjAA&url=http%3A%2F%2Fmind.cog.jhu.edu%2Fcourses%2F102%2Fslides%2Flecture16-morphologyandsyntaxacquisition.pdf&ei=ta54UrnIEoSu7AbLjYGgBg&usg=AFQjCNGMyy_aX77-v0Xnge6U6VL9vtM1aA&sig2=HTxGRL-sx_Wc4U5mFevAbA&bvm=bv.55980276,d.ZGU.
This source discusses in the length the various aspects of the development of a child’s morphological and syntactical skills. The paper starts off by stating the themes that are common in the development of the language skills as seen in the children. In short elaborate statements the authors then bring out the grammatical morphemes. As the children develop their syntax and morphological skills there are stages, where they express negation, forming questions, word combinations meanings and sentence structures. Towards the middle o...