How children develop the ability to speak is a debate amongst many theories. There are theories based on nature where children acquire the ability to speak from interaction and mimicking what they hear in the environment and theories based on nature, that children are born with the ability to amass any language and generate grammar. In this assessment, I will explain and provide examples of how children acquire the component of language development, phonological, syntactic, semantic and pragmatic and the way nurture and nature play a role in the development of language in children.
The first step in language development is where children begin to recognise and build sounds. This starts off as cooing and babbling. This is known a phonological development. At this stage, they mouth words such a bubba and mamma and as time passes they
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Semantic is the understanding of how words and phrases are put together to make sense and convey meaning. The relationships between words. It is the choice of word and word order. Here a child between the ages of 3 and 4 could display their sematic development by replacing words with similar meaning while displaying understanding and making sense. This could be changing jumper to coat or lines to track. Both jumper and coat have similar meaning but are essentially different words. The child is using a different word when conversing in conversation while still retaining meaning when speaking. This can be supported by Chromsky as children cannot learn language through interaction alone as the language that is spoken around them is irregular, broken up and in some cases ungrammatical. (Berk, 2013), However how would a child know what a coat or jacket is unless they have heard the word during interactions. This would indicate that social interaction between children and adults in their environment is fundamental to their language learning and development (Fellows & Oakley,