Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-3-beginning-stages-of-language

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD for Primary: Children's Language Development - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified.md) › Beginning Stages of Language

# Beginning Stages of Language

CPD for Primary: Children's Language Development (by Tom Hollins), topic 1.1.3

## The Beginning Stages of Language

__M. A. K. Halliday__’s theory states that a child will learn language so that they can achieve things. To do this, the child will use language for seven main functions.

### Function 1

![Function 1](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/7.5.1%20-%20Food%20Production/nofood-min.jpg)

- Firstly, the child needs language to satisfy their primary needs and urges:
 1. Instrumental – language used to show needs and desires (__‘want food’__).

### Functions 2, 3 and 4

![Functions 2, 3 and 4](https://image-v2.cdn.app.senecalearning.com/2018-03/f1b82fbe-733f-44c5-9934-49b4b4719345/shutterstock_434814523.jpg)

- Following this, the child starts to explore the world around them. This is a reflection of the child’s reduction in egocentrism.
 2. Regulatory – language used to get people to do something (__‘tickle me’__)
 3. Interactional – language used to interact with other and form relationships (__‘hi Anna’__).
 4. Personal – explores feelings and identity (__‘me like juice’__).

### Functions 5, 6 and 7

![Functions 5, 6 and 7](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/4.2.1-%20Respiration/dog%20panting.jpg)

- After this, children begin to explore a world which doesn’t involve them:
 5. Heuristic – language used to explore the world and the environment that surrounds the child (__‘what Emma doing?'__).
 6. Imaginative – language used to be imaginative (tell stories, play pretend etc – __‘I’m a doggie! Woof!’__).
 7. Representational – language used for facts (__‘coat is yellow’__).

## The Lexical Importance of Utterances

In addition to looking at what language is being used to do, it is important to look at the utterance for lexical importance. __Rescorla__ defined three categories for when a child overextends words. These three are:

### Categorical

![Categorical](https://image-v2.cdn.app.senecalearning.com/2018-08/1c5cb0ee-280f-46b7-9bee-e0072b3af91e/dog-saliva-food-eating-pug.jpg)

- When a child uses one word to describe everything in a category. This is also known as using a hypernym (the big label for categories – e.g. dogs) in place of the more specific hyponym (the sub-elements of a hypernym – e.g. Labradors, Poodles). 
 - For example, a child may apply __‘dog’__ to all breeds of dogs.

### Analogical

![Analogical](https://image-v2.cdn.app.senecalearning.com/2018-03/32cfeeab-d959-4fb6-a7b6-073d659082f9/shutterstock_529000906.jpg)

- When a child uses a word to describe something which is physically (or visually) similar or serves a similar purpose. 
 - For example, labelling a van as a car.

### Relational

![Relational](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/2.3.1%20%20Thermal%20Processes/black-road%20-%20Edited.jpg)

- When the word used has some form of relation to the incorrect word. 
 - For example, labelling the road as a car.

## Test yourself on Beginning Stages of Language

- Which function explores feelings and identity?
- A child labelling the road as a car would fall into which of __Rescorla's__ categories?
- A child labelling labelling a van as a car would fall into which of __Rescorla's__ categories?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/8ba0c8b1-9e90-4088-8dd8-d20e52cdbc5b/section/50a85626-e178-4192-b6a8-3f93f65c164a/session)

- Previous topic: [1.1.2 Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-2-consonant-acquisition.md)
- Next topic: [1.1.4 Lexical Development](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-4-lexical-development.md)

## CPD for Primary: Children's Language Development (by Tom Hollins) contents

### 1 Children's Language Development
- 1.1 Stages of Development
  - [1.1.1 A Child's First Year & Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-1-a-childs-first-year-and-consonant-acquisition.md)
  - [1.1.2 Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-2-consonant-acquisition.md)
  - [1.1.3 Beginning Stages of Language](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-3-beginning-stages-of-language.md)
  - [1.1.4 Lexical Development](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-4-lexical-development.md)
  - [1.1.5 Stages of Development](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-5-stages-of-development.md)
  - [1.1.6 Grammatical Constructions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-1-6-grammatical-constructions.md)
- 1.2 Theories of Language Development
  - [1.2.1 Behaviourism](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-1-behaviourism.md)
  - [1.2.2 Interactionism](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-2-interactionism.md)
  - [1.2.3 Interactionism 2](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-3-interactionism-2.md)
  - [1.2.4 Nativism](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-4-nativism.md)
  - [1.2.5 Chomsky](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-5-chomsky.md)
  - [1.2.6 Cognitivism](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-6-cognitivism.md)
  - [1.2.7 Social Constructionism](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-for-primary-childrens-language-development-seneca-certified/1-2-7-social-constructionism.md)